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Towards Inclusive Education in Zambia: Barriers, Policies, and Strategies for Improvement

Authors:
Peter Mubiana, P. Paul Jose

Addresses:
Department of Education, DMI-St. Eugene University, Kapiri Mposhi, Lusaka, Zambia. Department of Commerce, Tharananellur Arts and Science College, Irinjalakuda, Kerala, India.

Abstract:

This study examined inclusive education, its challenges, and Zambia's plans to solve them. Two primary schools in Zambia's Sesheke district were studied. The researcher used focus group interviews and open-ended questions to acquire qualitative data from 80 respondents. Teachers and students, including those with children with normal and special needs, participated. The survey found that few teachers understood the concept of inclusive education. Negative attitudes, physical hurdles, and limited government financing hinder inclusive education. The survey also indicated that rural elementary schools have a limited number of SEN-qualified teachers. Poor educational organisation is one of the challenges to inclusive education in Zambia. The study revealed that the Zambian government has published two inclusive education policies and guidelines: The Inclusive Education Policy Guidelines in 2017 and the Inclusive Education and Special Education Focus. These policies aim to overcome the challenges. Zambia has disability education laws and policies in place. The findings recommended that the government, through the Ministry of Education, provide SEN teachers with in-service training. They will learn how to teach an inclusive classroom. Continuous Professional Development (CPD) should be increased to educate instructors on learning difficulties and provide inclusive classroom techniques.

Keywords: Inclusive Education; Special Education Needs; Education Policy Guidelines; Continuous Professional Development; Learning Difficulties; Inclusive Classroom Techniques.

Received on: 01/09/2024, Revised on: 26/10/2024, Accepted on: 08/12/2024, Published on: 07/06/2025

DOI: 10.69888/FTSTL.2025.000458

FMDB Transactions on Sustainable Techno Learning, 2025 Vol. 3 No. 2, Pages: 81-92

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