The impact of Malawi’s National Strategy on Inclusive Education: a case study analysis of two schools
- Authors: Kaunda, Bridget
- Date: 2024-04-05
- Subjects: Inclusive education Malawi , Special education , Malawi. Ministry of Education , Resource programs (Education) , Education and state Malawi
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436499 , vital:73277
- Description: Using a qualitative case study approach, this study analysed the impact of Malawi’s National Strategy on Inclusive Education (NSIE) on inclusive education (IE) in two inclusive schools. IE is a global education reform for accommodating learners with Special Educational Needs (SEN) in mainstream schools. Malawi developed the NSIE in 2017 to guide IE implementation while working on the actual policy. This study aimed to analyse how NSIE has impacted IE during its first five years of implementation. This was done by examining how the NIES goals were designed, enacted, and implemented, the perceptions of system users, who include teachers, learners, and parents towards IE, and the enabling and constraining factors on its implementation. Drawing on the theoretical perspectives of the democratic theory of education and systems theory, this study argues that NSIE has ameliorated IE implementation by putting in place a structural implementation system. However, the implementation is marred by several constraining factors both at the management and implementation (schools) levels. Secondly, there is a disjuncture between NSIE as intended and as implemented in the sampled schools. Thirdly, the IE system lacks effective communication and responsive decision-making, especially in the monitoring process and school involvement. Fourthly, the study shows that IE implementation depends on a functional and well-stocked resource centre (RC) and the availability of enough qualified staff. It was also observed that poor teacher motivation resulting from lack of incentives such as promotions and training were major obstacles to the successful implementation of IE at the school level. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
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- Date Issued: 2024-04-05
Multi-grade teaching strategies used by rural primary school teachers at Amatole East Education district
- Authors: Masebe, Nocawe https://orcid.org/ 0000-0003-4809-4643
- Date: 2021-03
- Subjects: Combination of grades , Resource programs (Education)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/20068 , vital:45105
- Description: The purpose of the study was to assess multi-grade classroom teaching strategies in rural primary schools at Amatole East Education District. The lens with which to view pedagogical practices of multi-grade teaching was through Bronfenbrenner Ecological System on Human Development and Vygotsky’s Social Learning Theory. An interpretivist paradigm within a qualitative research approach was chosen as befitting the study. The study sampled four primary schools in Amathole East Education District, with eight participants purposively selected. Data collection methods included semi-structured interviews, classroom observations and documents. Data gathering instruments utilised were Interview Schedule, Observation Sheets and Document Checklist. Data was analysed and interpreted through thematic and content analysis. Peer tutoring, self-directed learning and group-work were found to be the most effective teaching strategies in classroom-based teaching. Instructional techniques that involved teacher–directed activities and learner-directed learning activities were viewed as most beneficial for learners in multi-grade settings. However, multi-grade teachers struggled in coping with the utilisation of time and resources in teaching learners of different grade levels combined in the same classroom. The study concludes that during separate grade teaching, grade-by-grade approach, thematic teaching or individual seatwork utilisation of differentiated tasks accommodate application of a variety of teaching strategies. Thus the study suggests that pedagogical practices can be differentiated to address learners’ diverse learning needs, paying more attention to struggling learners. It is further recommended that teachers in multi-grade situations be equipped with special multi-grade teacher training through in-service training programs to overcome challenges of teaching in multi-grade settings. , Thesis (MEd) -- Faculty of Education, 2021
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- Date Issued: 2021-03