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Implementation of Inclusive Education Programme in Public Primary Schools in Uvinza District Council in Tanzania

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Implementation of Inclusive Education Programme in Public Primary Schools in Uvinza District Council in Tanzania IMPLEMENTATION OF INCLUSIVE EDUCATION PROGRAMME IN PUBLIC PRIMARY SCHOOLS IN UVINZA DISTRICT COUNCIL IN TANZANIA IMPLEMENTATION OF INCLUSIVE EDUCATION PROGRAMME IN PUBLIC PRIMARY SCHOOLS IN UVINZA DISTRICT COUNCIL IN TANZANIA By Balthazar Kayagula A Dissertation Submitted to the School of Public Administration and Management (SoPAM) in Partial/Fulfillment of the Requirements for the Award of Degree of Master of Research and Public Policy (MRPP) of Mzumbe University 2019 2 CERTIFICATION The undersigned, certifies that we have read and hereby recommend for acceptance by Mzumbe University of a dissertation entitled, “Implementation of Inclusive Education Programme in Public Primary Schools in Uvinza District Council in Tanzania” in Partial/fulfillment of the requirements for award of the Degree of Master of Research and Public Policy of Mzumbe University Signature __________________________ Dr. Eliza Mwakasangula Major supervisor __________________________ Internal Examiner __________________________ External Examiner Accepted for the Board of School of Public Administration and Management _________________________ Chairperson/School Board i DECLARATION I, Kayagula Balthazar, declare that this dissertation is my own original work and that it has not been presented and will not be presented to any other university for a similar or any other degree award. Signature______________ Date__________________ ii COPYRIGHT This dissertation is a copyright material protected under Mzumbe University, Tanzania copyright Act of 1999 and other National and International enactments in that behalf on intellectual property. It may not be produced by any means in full or in part, except for short extracts in fair dealings, for research or private study, critical scholarly, review or discourse with an acknowledgement without the written permission of Mzumbe University on behalf of the Author. © 2019 Kayagula, B iii ACKNOWLEDGEMENTS Firstly, I thank my almighty God for giving me bless and energy in enabling me to fulfill this dissertation up to the submission moment. Thanks to my supervisor, Dr. Eliza Mwakasangula, for her great patience in giving the well programmed directions that were more professional tirelessly throughout the whole process up to dissertation accomplishment concerning the study. Frankly speaking, I benefited a lot from her suggestions and opinions with high motivation. My regards should also reach to Mzumbe University especially The Directorate of Research, Publications and Postgraduate Studies office by the provision of the documents to guide the preparation of the proposal for the data collection and up to the moment of this dissertation. More than that, I‟m thankful to my family members who kept on encouraging and praying for accomplishment of my dissertation. Even when things went wrong on financial capacity and time limit they were ready to tolerate. My wife and my children as well as my parents contributed a lot. I will not be honest if I do not convey my thanks to all lecturers including, Prof: Ndunguru, P., Dr. M.C. Milanzi, Dr. Idda Lyatonga, Dr. Mackfallen G Anasel, Dr. Romanus Dimoso, Dr. Muya, T., Dr. Orest Masue, Dr. Mrisho M. Malipula, Dr. Claudia Mamkwe, Dr. Athanas Ngalawa, Dr. Divina .L. Shio, and Dr. Stella M. Kinemo. Others included Mr. D.T. Msabila (A mentor and language editor), and Dr. Kamugisha (MRPP Coordinator). All these have facilitated much to the completion of my dissertation. I would also thank my closest friends, Mr. Hussein Aliamin, Kassim Abeid, Teofil Nangusu, Almas Haroub, and other classmates whom I shared with my concern and they were willing to contribute in giving the advice and encouraging me whenever things seemed to go wrong in some steps during the preparation. iv LIST OF ABBREVIATIONS AND ACRONYMS BEST Basic Education Statistics in Tanzania CRC Conventions on the Rights of the Children CWDs Children with Disabilities ESDP Education Sector Development Programme ETP Educational and Training Policy IEP Inclusive Education Programme LEA Local Education Authority LGAs Local Government Authorities MOEST Ministry of Education, Science and Technology MOEVT Ministry of Education and Vocational Training NGOs Non-Governmental Organisations NSGRP National Strategy for Growth and Reduction of Poverty NSIE National Strategy on Inclusive Education NSS National Sample Survey PEDP Primary Education Development Plan SNE Special Needs Education SNECOs Special Needs Education Coordinators UNCRC United Nations Convention on the Rights of the Child UNCRPD United Nations Convention on the Rights of Persons with Disabilities UNESCO United Nations Educational Scientific and Cultural Organization, UPE Universal Primary Education URT United Republic of Tanzania v ABSTRACT The implementation of inclusive education programme in some areas has been reported very challenging. This has caused some of public primary schools to have low enrollment of children with disabilities (CWDs). With this regard, this study aimed at examining the extent to which inclusive education programme has been implemented in Public primary schools to ensure that children with disabilities are enrolled and have access to education in Uvinza District Council. The study was designed to; ascertain the presence of infrastructures and facilities, determine the level of teachers’ preparedness, identify the approaches used by schools to identify and enroll children with disabilities and assess parents’ attitude on inclusion of children with disabilities in public primary schools. Mixed Methods Research approach and descriptive research design was used to guide this study. A sample size of 121 respondents from teachers, head teachers, parents and district education officer for special needs education was used. Interview, questionnaire and observation methods were used to collect primary data while documentary review was used for secondary data. The study found that amongst the selected public primary schools had no improved infrastructures and facilities to accommodate children with disabilities. Majority of teachers (88.1%) had no professional skills and lacked trainings to respond to CWDs. The approaches used by schools to identify and enroll children with disabilities varied from one school to another. Most of parents are aware that children with disabilities are supposed to be placed in inclusive schools although they still doubt if CWDs can learn effectively with non-disabled children. Therefore, the study recommends that; Central government should prepare a special budget for supporting implementation of IEP. LEAs should seriously take into account in supporting those schools to have improved infrastructures, facilities, well trained teachers and mobilized community members, and build special centers for children with severe disabilities. vi TABLE OF CONTENTS CERTIFICATION .................................................................................................................... i DECLARATION ..................................................................................................................... ii COPYRIGHT .......................................................................................................................... iii ACKNOWLEDGEMENTS .................................................................................................... iv LIST OF ABBREVIATIONS AND ACRONYMS ................................................................. v ABSTRACT ............................................................................................................................ vi LIST OF TABLES ................................................................................................................. xii LIST OF FIGURES .............................................................................................................. xiii CHAPTER ONE .................................................................................................................... 1 INTRODUCTION AND PROBLEM SETTING ................................................................ 1 1.1 Introduction ........................................................................................................................ 1 1.2 Background of the problem................................................................................................ 1 1.3 Statement of the problem ................................................................................................... 4 1.4 Research objectives ............................................................................................................ 4 1.4.1 Main objective ................................................................................................................ 5 1.4.2 Specific objectives .......................................................................................................... 5 1.5 Research questions ............................................................................................................. 5 1.6 Significance of the study .................................................................................................... 6 1.7 Delimitation of the study ................................................................................................... 6 1.8 Limitations of the study ..................................................................................................... 7 1.9 Definition of key terms .....................................................................................................
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