Status of implementation of Inclusive Education in Tanzania: Analysis of Policies, Laws and Guidelines
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Date
2023
Journal Title
Journal ISSN
Volume Title
Publisher
African Journals Online
Abstract
This study reviewed policies, laws, and guidelines to assess the extent to which they address the education of children with disabilities. The objectives were to assess whether or not their content, context, and actors’ involvement acknowledges education as the right of children with disabilities. The process involved a systematic review of seven documents. It was found that the reviewed policies acknowledge education as the right of children with disabilities. Nevertheless, the content lacked emphasis on enforcement mechanisms, budgetary allocations, and clear strategies relating to monitoring and information management systems. The policies, laws, and guidelines were prepared in a participatory manner through representation from the grassroots to the national level. The study concludes that education for children with disabilities in Tanzania is addressed well through the reviewed documents. It is recommended that implementation to be done in tandem with the acts and conventions on the rights of Children with disabilities.
Description
Full text article.
Also available at https://www.ajol.info/index.php/rje/article/view/242419
Keywords
Policy analysis, Inclusive education, Children Disabilities, Policy, Law, Guidelines, Child education, Law, Disabilities
Citation
Kyambo, F. W., Basela, J. M., Pembe, A., & Deluca, M. (2022). Status of implementation of Inclusive Education in Tanzania: Analysis of Policies, Laws and Guidelines. Rwandan Journal of Education, 6(2), 210-226.