Developing Index for Inclusion in Tanzania
|
This project aims to develop a resource in Tanzania which will contribute to supporting schools in developing a more inclusive school culture. |
The research will involve in-depth analysis of views and experiences of key people i.e. school and local education staff, parents, carers, pupils and surrounding community members on barriers or obstacles to learning and participation. An investigation into how these barriers can be reduced, or eliminated will also take place.
.
Lead researchers: Filiz Polat Filiz.polat@bris.ac.uk & Sibel Erduran, Sibel.Erduran@bristol.ac.uk University of Bristol; Joseph Kisanji, TEN/MET (Tanzania Education Network; Dinah Mmbaga, University of Dar es Salaam
Preliminary findings
A one day seminar involving 66 participants (including teachers, district education officers, officials from the Ministry of education, a district commissioner, academics, civil society organisations and disability groups) has suggested following:
The participants, mainly educational professionals, have varying understandings of educational inclusion where most of the participants perceived inclusion within the context of special educational needs and disability.Two workshop results revealed many barriers to educational inclusion in Tanzania and among those some of the main barriers identified were:
Lack of teacher training on special educational needs, disability and inclusion.
Lack of resources
High teacher-pupil ratio
Geography (physical location of schools; distance; transportation etc)
The seminar raised awareness about the project among key stakeholders. The seminar was filmed by local and national press and small number of participants were interviewed which led to local and national media release in newspapers and TV channels. Overall, the media coverage aimed to raise awareness among the audience.
The one day seminar did communicate the significance of the project which resulted in voluntary participation of eight schools to this action research developing and/or improving more inclusive practices in their schools (All invited 16 schools showed interest in the project, however only 8 schools had to be included in the project due to financial limitations).
Although English is one of the official languages in the Republic of Tanzania, the vast majority of teachers who participated to the seminar did not feel confident communicating in English language.
There was firm support and collaboration from the Ministry of Education, Civil Society Organisations and Media regarding removing barriers to more inclusive schools (and society).
The Action Research process has started at 8 volunteered schools and the schools have already established their core team who will be facilitators of development and improvement of more inclusive schools through the course of the research.
| Key Publications: |
| Presentation in 2007 A report of findings up to September 2007. |
