The Predicament of Inclusive Education and the Realities of Practice in Tanzania after Two Decades of Education for All

Abstract

Tanzania has been implementing several educational development plans and programmes at primary and secondary education levels. These plans and programmes aim at realizing the goal of education for all and therefore making primary education and ordinary secondary education universal. The implementation of these plans and programmes reflects a substantial need for educators and professionals in special education who can be able to handle pupils in inclusive and special classrooms and schools. The aim of the present study was to explore the participants' motives for participating in a B.Ed. Special Education programme and the perceived outcomes of the programme in terms of professional development. The study focused on two core issues: motives and perceived outcomes. A case study approach was adopted. Questionnaires and interviews were administered in three phases between January 2007 and February 2009 to a group of 35 educators participating in a B.Ed. Special Education programme.Findings of the study revealed that participants expressed a number of motives and outcomes related to job, degree and career, student and community support, and personal growth. The findings further confirm that the participants' motives and outcomes were closely related. The findings serve as a starting point for discussing the phenomenon of professional development in special education in Tanzania. Furthermore, the study findings underline that the motives for participating in the programme were complex, interactive and dynamic, thus emphasis on a singular explanation is naïve and insufficient.

Measuring levels of self-esteem of students with visual impairments in regular schools in Tanzania

“…This is observed, among other things, by the shortage of classrooms, estimated at 45%. The pupil-desk ratio in primary schools is 1:5 against the recommended average of 1:3 (Kapinga, 2017). In addition, the Pupil-Latrine Ratio (PLR) was highest at 1:39 and lowest at 1:17.…”

“…Also, Pupil-Classroom Ratio (PCR) is 1:73 against the Standard of 1:45. The adequacy of latrines and classrooms is still a major challenge in primary schools with notable variations among regions (Kapinga, 2017).…”

Education stakeholders’ perceptions on the relevant management model towards development of infrastructure facilities in public secondary schools

“…This was supported by the United Nations Children's Fund (UNICEF) through its report on situational analysis conducted in Tanzania Mainland and Zanzibar (UNICEF, 2018). Kapinga (2017) argues that the shortage of school infrastructure facilities such as classrooms, laboratories and washrooms is a threat to the education system in Tanzania. It hinders the achievement of the government vision of attaining a well-educated and learned society by 2025 (John, 2018;URT, 2014URT, , 2021a.…”

“…Kapinga (2017) argues that the shortage of school infrastructure facilities such as classrooms, laboratories and washrooms is a threat to the education system in Tanzania. It hinders the achievement of the government vision of attaining a well-educated and learned society by 2025 (John, 2018; URT, 2014, 2021a).…”

Primary School Teachers’ Pedagogical Practices and Inclusive Education: A Case of Pupils with Moderate Deafblindness in Tanzania

“…For effective implementation of inclusive education (IE), the Tanzania Government through the Ministry of Education, Science and Technology (MoEST), in Government (PO-RALG) endorsed the National Strategy for Inclusive Education (2021/22-2025/26) developed jointly with stakeholders to reduce the systemic and structural barriers that obstruct certain groups of Tanzanians from enjoying their rights to equal access to quality education, full participation, learning, and completion of education at all levels (MoEST, 2021). The overarching goal of the National Strategy on Inclusive Education (NSIE) ensures that in all levels of education, all learners learn together wherever possible, regardless of any is mainly hampered by a lack of teachers' knowledge and skills in adapting the relevant curriculum pedagogy that addresses a wide range of learning needs (Kapinga, 2015). levels is only offered at Patandi Teachers' College of Special Education, where special education teachers for teaching children with visual, intellectual and hearing impairments are prepared; however, children with deaf-blindness are not catered for in the programmes offered at this College (Kapinga 2015;Tungaraza 2014).…”