Inclusive education policies versus implementation challenges in the Southern Africa development community Countries: A scoping review
DOI:
https://doi.org/10.38140/ijsie.v2i2.2078Keywords:
Inclusive education policies , Learners with special learning needs, Model schools, Teacher training collegesAbstract
The Salamanca framework of Action of 1994 and the United Nations Conventions on the Rights of Persons with Disabilities of 2006 guide SADC member states in formulating inclusive education policies in mainstream and inclusive schools. However, the literature on policies versus implementation remains unclear. This scoping review maps the literature on the common inclusive education policies versus implementation challenges in inclusive education in the SADC countries and how these challenges exclude students with special learning needs. The study employed a mixed approach and case study design to explore the inclusive education policies versus their implementation challenges in the SADC region. A search was conducted through Google Scholar, Science Direct, Research Gate, and PubMed for studies published between 1994 and 2025. The study adopted Boolean operators and proximity operators. Data extraction focuses on the author(s), year of publication, country, research approach, design, data collection methods, analysis, and the key findings. It adopted the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA-SCR) extension for Scoping Reviews. A total of ninety studies were identified from the search strategies and databases. Inclusion and exclusion criteria screened the studies; forty-eight were irrelevant, and forty were relevant to this scoping review. A total of forty-two studies were included. Zimbabwe, Tanzania, Namibia, Zambia, and Malawi have published numerous studies on inclusive education compared to other countries in the SADC region. This study found that SADC countries have common inclusive education challenges, such as inadequate instructional materials, inaccessible infrastructures, rigid curricula, negative attitudes of teachers and administrators towards inclusive education and disabilities, and teachers having insufficient knowledge and skills to teach in inclusive schools. The study recommends that all SADC countries consider reviewing their inclusive education policies to address the implementation challenges.
References
Abdoula-Dhuny, N. (2021). Barriers and Enablers to Inclusive Education in Mauritius: Perceptions of Secondary School Educational Practitioners. African Journal of Teacher Education, 10(2), 97-120. https://doi.org/10.21083/ajote.v10i2.6746
Adedoyin, O., & Okere, E. (2017). The Significance of Inclusion Concept in the Educational System as Perceived by Junior Secondary School Teachers: Implications for Teacher Training Programmes in Botswana. Global Journal of Social Sciences Studies, 3(1), 13–28. https://doi.org/10.20448/807.3.1.13.28
Ainscow, M. (2020) Promoting Inclusion and Equity in Education; Lessons from International Experiences. Nordic Journal of Studies in Education Policy, 6(1), 7-16. https://doi.org/10.1080/20020317.2020.1729587
Anyanwu, R. N. & Bibi, J. F. (2023). Promoting Equity in Education: How Teachers in a Public Primary School in the Indian Ocean Island of Seychelles Cater to Students’ Learning Styles. East African Journal of Education Studies, 6(2), 230–246. https://doi.org/10.37284/eajes.6.2.1320
Armstrong, R., Hall, B. J., Doyle, J., & Waters, E. (2011). ‘Scoping the scope’of a cochrane review. Journal of public health, 33(1), 147-150. https://doi.org/10.1093/pubmed/fdr015
Aziz, A. A., & Khairuddin, K. F. (2021). A Study on Inclusive Education Policies and Legal Framework in the Southeast Asian Countries. Jakarata: UNESCO Office.
Bouter, L. M., Tijdink, J., Axelsen, N., Martinson, B. C., & Ter Riet, G. (2016). Ranking major and minor research misbehaviors: results from a survey among participants of four World Conferences on Research Integrity. Research integrity and peer review, 1(1), 17. https://doi.org/10.1186/s41073-016-0024-5
Chabaya, R., & Ganga, K. (2010). Teachers’ perceptions and practices towards inclusive education: The Zimbabwean Experience. Southern African Journal of Education, 30(2), 313–330.
Charles, L., & Otieno, M. V. (2023). Investigation of strategies for implementing inclusive education in Same Public Primary Schools in Tanzania. Journal of Research Innovation and Implications in Education, 7(4), 374-383.
Chekwaze, J., & Juma, Z. R. (2024). Inclusive Education and the Dynamics in Students with Hearing Impairments in Tanzania: From Teacher s’ and Students’ Perspectives on the Use of Sign Language. Journal of Research Innovation and Implications in Education, 8(4), 172-182. https://doi.org/10.59765/jtyfg7452
Chirwa, G., Lingolwe, F., & Naidoo, D. (2021). An Investigation of School-Based Challenges Facing the Implementation of Inclusive Education in the Primary Schools in Malawi: A Case Study of Four Primary Schools in Zomba District. International Journal of Online and Distance Learning, 1(1), 16–47. https://doi.org/10.47604/ijodl.1316
Chiwanga, F. S., Woodford, J., Masika, G. M., Richards, D. A., Savi, V., & von Essen, L. (2023). An mHealth Intervention to Improve Guardians’ Adherence to Children’s Follow-Up Care for Acute Lymphoblastic Leukemia in Tanzania (GuardiansCan Project): Protocol for a Development and Feasibility Study. JMIR Research Protocols, 12(1), e48799. https://doi.org/10.2196/48799
Creswell, J. W. (2014). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.
Critical Appraisal Skills Programme (CASP) (2018). Critical Appraisal Skills Programme. Retrieved from https://casp-uk.net
Dalton, E. M., Mckenzie, J. A., & Kahonde, C. (2012). The implementation of inclusive education in South Africa: Reflections arising from a workshop for teachers and therapists to introduce Universal Design for Learning. African Journal of Disability, 1(1), 1-7. https://doi.org/10.4102/ajod.v1i1.13
De Souza, B. (2022). Policy Responses to Inclusive Secondary Education in Malawi. Rwandan Journal of Education, 6(1), 18-32. https://doi.org/10.4314/rje.v6iOctober.1
De Souza, B. (2022). Reframing policy trajectory for inclusive education in Malawi. Journal of Education (South Africa), 88, 69–86. https://doi.org/10.17159/2520-9868/i88a05
Florian, L. (2014). What counts as evidence of inclusive education?. European journal of special needs education, 29(3), 286-294. https://doi.org/10.1080/08856257.2014.933551
Franco, V. (2023). School inclusion of children with disabilities in Mozambique: The teachers’ perspective. Frontiers in Education, 8(April), 1–9. https://doi.org/10.3389/feduc.2023.1058380
Gottschalk, K. (2013). Regional Building in Southern Africa: Progress, Problems and Prospects. In C. Saunders, G. Dzinesa, & D. Nagar (eds.). Transformation Critical Perspectives on Southern Africa (pp. 295-298). London: Zed Books Ltd. https://doi.org/10.1353/trn.2013.0012
Hausiku, R. (2017). Evaluating the effectiveness of the implementation process of the inclusive education policy in two schools in the Kavango East Region in Namibia by.
Legodi-Rakgalakane, K., & Mokhampanyane, M. (2022). Evaluation of Educators’ Experiences and Practices of Inclusive Education in Primary Schools: A South African Perspective. International E-Journal of Educational Studies, 6(12), 255–263. https://doi.org/10.31458/iejes.1194397
Loreman, T. (2014). Measuring inclusive education outcomes in Alberta, Canada. International Journal of Inclusive Education, 18(5), 459-483. https://doi.org/10.1080/13603116.2013.788223
Losioki, B., & Ngowoko, C. (2024). Challenges Experienced in Inclusive Education among Secondary Schools in Temeke district, Tanzania. East African Journal of Education and Social Sciences, 5(1), 90–97. https://doi.org/10.46606/eajess2024v05i01.0352
Madlela, B. (2022). An Investigation of Progress Made by Tertiary Institutions in Implementing Inclusive Education in Eswatini. OA Lib, 09(08), 1–19. https://doi.org/10.4236/oalib.1109083
Malahlela, M. K., & Sadiki, M. C. (2024). The Effectiveness of the Implementation of Inclusive Education in Mainstream Schools. Journal of Education a South African Perspective, 1–17. https://doi.org.10.2478/jesm-2024-0012
Mangena, O., & Chidakwa, N. (2024). The Efficacy of Inclusive Education Practices in Zimbabwean Rural Schools: Challenges and Opportunities. Educational Challenges, 29(2), 225–246. https://doi.org/10.34142/2709-7986.2024.29.2.15
Martinez Madrid, D. (2015). Implementing inclusive education in Namibian primary schools: from policies to practice (Unpublished Master's thesis). Oulu: University of Oulu, Finland.
Mfuthwana, T., & Dreyer, L. M. (2018). Establishing inclusive schools: Teachers’ perceptions of inclusive education teams. South African Journal of Education, 38(4), Art. #1703, 10 pages, https://doi.org/10.15700/saje.v38n4a1703
Mkhonta-Khoza, P. P., & Dlamini, N. A. (2022). Analysis of Eswatini Senior Secondary School SiSwati Teachers’ Inclusive Education Practice. Journal of Education and Practice, 6(6), 51–70. https://doi.org/10.47941/jep.1153
Mlambo, N., & van der Linde, M. (2018). Teachers’ perceptions of inclusive education in Zimbabwe: Challenges and opportunities. International Journal of Inclusive Education, 22(7), 725–739.
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., …., PRISMA-P Group (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic reviews, 4(1), 1-9. https://doi.org/10.1186/2046-4053-4-1
Mokaleng, M., & Möwes, A. D. (2020). Issues Affecting the Implementation of Inclusive Education Practices in Selected Secondary Schools in the Omaheke Region of Namibia. Journal of Curriculum and Teaching, 9(2), 78-90. https://doi.org/10.5430/jct.v9n2p78
Mphahlele, N., & Makhubela, T. (2018). Challenges of resource shortages and lack of specialized support in South African inclusive education. African Journal of Disability, 7, 347.
Mpu, Y., & Adu, E. O. (2021). The challenges of inclusive education and its implementation in schools: The South African Perspective. Perspectives in Education, 39(2), 225–238. https://doi.org/10.18820/2519593X/pie.v39.i2.16
Muzata, K. K., Simui, F., Mahlo, D., & Ng’uni, P. (2021). Inclusive Education Status through the Lenses of Teachers in Zambia. African Journal of Teacher Education, 10(1), 1–20. https://doi.org/10.21083/ajote.v10i1.6338
Ngulube, J. Y., Njelesani, D., & Njelesani, J. (2020). Implementation of inclusive education policy in secondary schools in Zambia. Zambia Interdisciplinary Journal of Education, 1(1), 1–29. https://journals.unza.zm/index.php/ZIJE/article/view/401
Peters, M. D. J., Godfrey, C. M., McInerney, P., Munn, Z., Tricco, A. C., & Khalil, H. (2018). Guidance for conducting systematic scoping reviews. JBI Evid Synthesis, 16(4), 3-13. https://doi.org/10.11124/JBIES-18-0030
Peters, M. D. J., Marnie, C., Tricco, A. C., Pollock, D., Munn, Z., Alexander, L., …., & Khalil, H. (2020). Updated methodological guidance for the conduct of scoping reviews. JBI Evidence Synthesis, 18(10), 2119–2126. https://doi.org/10.11124/JBIES-20-00167
Piringu, E., & Mwila, V. (2025). International Journal of Research Publication and Reviews Assessing the Effectiveness of Inclusive Education Strategies for Students with Special Needs in Urban Schools. International Journal of Research Publication and Reviews, 6(3), 1368–1372. https://doi.org/10.55248/gengpi.2023.4231
Ray, P. R., & Zaveri, B. (2024). Inclusive education for children with learning difficulties in Mauritius: An analytical study among select stakeholders. The Scientific Temper, 15(03), 2859–2866. https://doi.org/10.58414/SCIENTIFICTEMPER.2024.15.3.57
Revelian, S, & Tibategeza, E. R. (2022). Effective Implementation of Inclusive Education in Enhancing Quality Education in Public Primary Schools in Tanzania: The role of school culture. International Journal of Humanities and Education Development, 4(1), 190–199. https://doi.org/10.22161/jhed.4.1.19
Shakespeare, T. (2010). The social model of disability. In L. J. Davids (ed.) The disability studies reader (pp. 266-277). New York: Routledge.
Sheetheni, T. T. (2021). An exploration of teachers' views on the implementation of the inclusive education policy in selected mainstream schools in the Oshana Region, Namibia (Unpublished Masters thesis), Stellenbosch: Stellenbosch University, South Africa.
Slee, R. (2019). Belonging in an age of exclusion. International Journal of Inclusive Education, 23(9), 909-922. https://doi.org/10.1080/13603116.2019.1602366
Suri, H. (2020). Ethical considerations of conducting systematic reviews in educational research. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond, & K. Buntins (eds.). Systematic reviews in educational research, (pp. 41-54). Wiesbaden, Germany: Spring.
Thomas, J., Brunton, J., & Graziosi, S. (2010). EPPI-Reviewer 4: software for research synthesis. EPPI Centre Software. London: Social Science Research Unit, UCL Institute of Education.
Thomson, H. J., & Thomas, S. (2017). The effect direction plot: Visual display of non-standardised effects across multiple outcome domains. Research Synthesis Methods, 8(3), 387-387. https://doi.org/10.1002/jrsm.1248
Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K. K., Colquhoun, H., Levac, D., ... & Moher, D. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467-473. https://doi.org/10.7326/M18-0850
United Nations Educational, Scientific and Cultural Organisation (UNESCO). (1994). The Salamanca Statement and Framework for Action on Special Needs Education. World Conference on Special Needs Education: Access and Quality. Salamanca, Spain.
United Nations Educational, Scientific and Cultural Organisation (UNESCO). (2009). Policy Guideline on Inclusion in Education. Paris, France
United Republic of Tanzania (URT). (2017). “The National Strategy for Inclusive Education 2018-2021.” Ministry of Education, Science and Technology 1-44. Dar es Salaam, Tanzania.
United Republic of Tanzania (URT). (2021). “The National Strategy for Inclusive Education 2021/2022-2025/2026.” Ministry of Education, Science and Technology 14-38. Dar es Salaam: Tanzania.
Yin, R. K. (2018). Case Study Research and Applications: Design and methods (6th ed.). Thousand Oaks, CA: Sage.
Published
How to Cite
Issue
Section
Copyright (c) 2025 Salimini Mbazi, Stackus Okwaput , Joseph Odeke Nato, Paul Emong
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by GAERPSY Publishing are under an Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license, allowing author (s) to share copies and redistribute the material in any medium or format. The GAERPSY Publishing cannot revoke these freedoms if they follow the license terms:
• Attribution: Author (s) must give appropriate credit, provide a link to the license, and indicate if changes were made. Author (s) may do so reasonably but not in any way that suggests the licensor endorses his/her or thier use.
• NonCommercial: Author (s) may not use the material for commercial purposes.
• NoDerivatives: If author (s) remixes, transforms, or builds upon the material, he/she (they) may not distribute the modified material.
• No additional restrictions: Author (s) may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
