It is the responsibility of every individual to ensure that the policy document on providing educ... more It is the responsibility of every individual to ensure that the policy document on providing education of particularly good quality to learners with special education needs is implemented. The Zambian government through the ministry of general education aspire to create education for all. Therefore, the government has issued a policy on education for all. Since 1996 it has been in use and still in use. The policy clearly states that “the Ministry is committed to providing education of particularly good quality to pupils with special educational needs. Therefore, the study aimed at evaluating the extent to which the policy document on the quality of education offered to learners with Special Educational needs has been implemented, particularly in four selected special units in Muchinga province of Zambia. The four schools that participated in the study were Chinsali primary special unit, in Chinsali district. Chilolwa primary special unit in Nakonde district, Mwenya primary special unit in Isoka and Musakanya primary special unit in Mpika. The study combined qualitative and quantitative techniques of data collection and analysis. The target sample comprised teachers, pupils and school administrators of the selected schools. Other informant included the, Standards Officers from the four districts in Muchinga province. The data were collected through questionnaires, interview schedules. Focus group Discussions and analysis of documents. Qualitative data were analyzed thematically through identification of themes that emerged from the data. Quantitatively, list of figures, were used to generate descriptive statistics such as frequencies, percentages of tables. The research finding indicated that, due to lack of teaching and learning materials, inadequate learning and teaching infrastructure, inadequate number of teachers and lack of accelerated supervision and monitoring, unsatisfying curriculum and erratic funding has lead to the failure to implement of the policy on quality education for children with special education needs effectively in special units since the enactment of the policy in 1996.
It is the responsibility of every individual to ensure that the policy document on providing educ... more It is the responsibility of every individual to ensure that the policy document on providing education of particularly good quality to learners with special education needs is implemented. The Zambian government through the ministry of general education aspire to create education for all. Therefore, the government has issued a policy on education for all. Since 1996 it has been in use and still in use. The policy clearly states that “the Ministry is committed to providing education of particularly good quality to pupils with special educational needs. Therefore, the study aimed at evaluating the extent to which the policy document on the quality of education offered to learners with Special Educational needs has been implemented, particularly in four selected special units in Muchinga province of Zambia. The four schools that participated in the study were Chinsali primary special unit, in Chinsali district. Chilolwa primary special unit in Nakonde district, Mwenya primary special unit in Isoka and Musakanya primary special unit in Mpika. The study combined qualitative and quantitative techniques of data collection and analysis. The target sample comprised teachers, pupils and school administrators of the selected schools. Other informant included the, Standards Officers from the four districts in Muchinga province. The data were collected through questionnaires, interview schedules. Focus group Discussions and analysis of documents. Qualitative data were analyzed thematically through identification of themes that emerged from the data. Quantitatively, list of figures, were used to generate descriptive statistics such as frequencies, percentages of tables. The research finding indicated that, due to lack of teaching and learning materials, inadequate learning and teaching infrastructure, inadequate number of teachers and lack of accelerated supervision and monitoring, unsatisfying curriculum and erratic funding has lead to the failure to implement of the policy on quality education for children with special education needs effectively in special units since the enactment of the policy in 1996.
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The study combined qualitative and quantitative techniques of data collection and analysis. The target sample comprised teachers, pupils and school administrators of the selected schools. Other informant included the, Standards Officers from the four districts in Muchinga province.
The data were collected through questionnaires, interview schedules. Focus group
Discussions and analysis of documents. Qualitative data were analyzed thematically through identification of themes that emerged from the data. Quantitatively, list of figures, were used to generate descriptive statistics such as frequencies, percentages of tables.
The research finding indicated that, due to lack of teaching and learning materials, inadequate learning and teaching infrastructure, inadequate number of teachers and lack of accelerated supervision and monitoring, unsatisfying curriculum and erratic funding has lead to the failure to implement of the policy on quality education for children with special education needs effectively in special units since the enactment of the policy in 1996.
The study combined qualitative and quantitative techniques of data collection and analysis. The target sample comprised teachers, pupils and school administrators of the selected schools. Other informant included the, Standards Officers from the four districts in Muchinga province.
The data were collected through questionnaires, interview schedules. Focus group
Discussions and analysis of documents. Qualitative data were analyzed thematically through identification of themes that emerged from the data. Quantitatively, list of figures, were used to generate descriptive statistics such as frequencies, percentages of tables.
The research finding indicated that, due to lack of teaching and learning materials, inadequate learning and teaching infrastructure, inadequate number of teachers and lack of accelerated supervision and monitoring, unsatisfying curriculum and erratic funding has lead to the failure to implement of the policy on quality education for children with special education needs effectively in special units since the enactment of the policy in 1996.