An evaluation of the inclusive education policy in Zimbabwe: a case study of Danhiko secondary school in Epmafara district.

Abstract

The research aimed at evaluating the inclusive education policy in Zimbabwe. In this study, Danhiko Secondary School was used as a case study. The growing rate of school dropouts has increased due to poor educational provision. Most schools in the country are struggling to offer inclusive education. The rate of dropouts and cases of discrimination in schools has also indicated more need for readdressing the educational policies and laws that supports the inclusive education. It is against this background that the basic assumption to this study is that the government as the major education service delivery actor has failed. This study has also looked at the role of private partners in the process of inclusive education provision. This has been furthered by analysing the current educational policies that impact on the provision of inclusive education. The theoretical framework which guided this study is Social Contract Theory by Thomas Hobbes. It states that the government and the citizens are in a contract to curtail state of anarchy. The Government is responsible for protection, promotion, respect and fulfilment of human rights such as educational rights. The social responsibility of the government is measured by laws it put in place and the way it implements them. The study used both qualitative and quantitative research methods. For primary data collection, interviews were used and questionnaires were used to collect data from key informants with this data being corroborated by journals, newspapers, international publications and articles. The major findings of this research are that the government is no longer active in the process of inclusive education provision with private partners occupying that space and it being only a facilitator. The study also revealed that the process of the provision of inclusive education has been facing a challenge of financial constraints, lack of policy and institutional coordination, and corruption. Based on the findings, the research recommends that the government should create an institution that will coordinate the provision of inclusive education from private partners to increase education delivery services. This process will include creation of policies and laws that strongly support inclusive education. Also the research recommends amalgamation of policies that influence the provision of inclusive education.