Draft Southern Africa Regional Inclusive
Education Strategy
Draft Southern African Regional Inclusive Education Strategy
2012
Contents
1.
INTRODUCTION ......................................................................................................... 2
2.
THE STRATEGY ........................................................................................................... 3
3.
SADC MANDATE ........................................................................................................ 5
4.
GUIDING PRINCILES ................................................................................................... 7
5.
VISION, OBJECTIVES / STRATEGIC PRIORITIES ............................................................. 9
Objective one – Availability of Reliable and accurate data ................................................. 9
Objective Two – To develop a common understanding of inclusive education ................. 10
Objective three - Pre and in-service training of teachers .................................................. 11
Objective Four - Transformation of special schools and strengthening of education support
services .......................................................................................................................... 11
Objective Five - Strengthening the capacity of community resources............................... 12
5.
CONCLUSION ........................................................................................................... 14
APPENDIX ONE – STRATEGY IMPLEMENTATION framework ............................................. 15
APPENDIX TWO: mapping of stakeholders to be involved in the implementation of the
strategy .......................................................................................................................... 16
BIBLIOGRAPHY ............................................................................................................... 17
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Draft Southern African Regional Inclusive Education Strategy
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1. BACKGROUND TO THE FRAMEWORK
The recently published World Report on Disability (2011) by the World Health Organisation
(WHO) and the World Bank (WB) estimates that more than a billion people across the world
or approximately 15% of the world’s population live with some form of disability. The report
estimates further that of the world’s approximately 95 million children between 0 and 14
years, 13 million or 0.7% are severely disabled. From a regional perspective Africa has the
highest proportion of people with ‘severe disabilities’ (WHO & WB: 30). The impact of
disability is disproportionately felt by people living in poor economic circumstances. Not
only are children and adults in these circumstances most at risk of impairment, but it is in
these circumstances, with massive socio-economic challenges, where the needs of children
with disabilities are most often marginalised and disregarded.
Nowhere are these needs ignored more than in the sphere of education. Even where, at a
policy level at least, the right of children with disabilities to access quality education is
recognised, they remain those children most excluded from accessing education and its
benefits. Children with disabilities are less likely to start and finish school than their nondisabled peers. Limited access and poor quality educational opportunities, especially at the
primary school level, contribute to high levels of unemployment among people with
disabilities, leading to very poor levels of economic participation in their societies and high
levels of poverty and deprivation, both for the person with a disability and their family. The
challenges which children with disabilities, especially in developing contexts face in
accessing education, has a profound effect on the rest of their lives. It restricts their ability
to participate equitably within and contribute meaningfully to their societies, and renders
them most vulnerable to on-going economic and social exclusion.
Central to addressing the educational needs of children with disabilities has been the
increasing assertion that, if the right to education is to be realised for all children, education
systems need to be designed so that they are able to respond to the diverse learning needs
that exist among all children (Salamanca Declaration, 1994). This has become recognised as
a call for the building of inclusive education and training systems – education systems
designed to create learning environments that enable every child to develop and learn to
their full potential. For children with disabilities, the emphasis on inclusive education is very
important. It challenges forms of education provision that unnecessarily separate children
with disabilities from their non-disabled peers, often outside the general education system.
Ensuring that children with disabilities receive good quality education in an inclusive
environment should be a priority for all countries.
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2. THE STRATEGY
The strategy draws strongly from a recent study undertaken by the Secretariat of the African
Decade of Persons with Disabilities (SADPD)1 on access to education by children with
disabilities in Southern Africa. This research was aimed at collating a body of evidence to
enhance existing insights and build new knowledge to inform the development and
implementation of inclusive education across the region. The main objective of the strategy
is to ensure implementation of recommendations from the study and utilisation of its
findings.
The study concluded that strong political will exists towards addressing the historical
inequalities experienced by children with disabilities in accessing quality education provision
as a result of the range of policies and legislative frameworks that are in place across the
region. Many of the policy frameworks demonstrate a clear sense of the developmental
challenges involved in creating equitable educational opportunities for children with
disabilities and locate these challenges within broader national development agendas.
The real challenge to the realisation of these policy goals lies in their implementation and
substantially addressing those systemic factors that hinder and undermine the
implementation process. This strategy is intended to support countries in their efforts to
address these implementation challenges2.
The strategy focuses on five strategic areas that are intended to support existing initiatives
by national governments and direct their attention to important weaknesses and challenges
evident across the region, which require focused attention. The strategies also highlight
opportunities that exist for good practices evident in the region to be strengthened and
shared. The strategic areas in summary address the following:



Eliminating existing barriers to equitable access to education opportunities for children
with disabilities and to the creation of inclusive education and training systems;
Building the capacity of education systems to respond through quality provision to the
educational needs of all children;
Consolidating and enhancing community resources in support of government efforts,
especially through partnerships with organisations in Civil Society, especially Disabled
People’s Organisations (DPOs) and organisations of parents of children with disabilities.
1
The Secretariat of the African Decade of Persons with Disabilities is a technical agency established to
implement the AU Continental Plan of Action for Persons with Disabilities
2
SADPD Study on Education for Children with Disabilities in Southern Africa – December 2012
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The strategy is guided by the definition of inclusive education developed and agreed upon
during the 2012 Inclusive Education conference in Swaziland:
As a process of removing barriers of organisation, environment, attitude, teaching and
learning in mainstream schools and colleges, so that they can achieve their academic and
social potential. For inclusive education to be fully established for all children and people
with disabilities it requires the full involvement of all stakeholders:- teachers, parents,
disabled people’s organisations, other stakeholders children and students with disabilities
and those without, NGOs, Government in task teams at school, district, country and
regional level; the curriculum and assessment need to be flexible, child-centred and
differentiated and all teachers need training in this and education to prepare them for
implementing inclusive education with competence in Braille, Sign Language and
alternative and augmented communication3.
3
The Ezulwini, Swaziland call to action education conference statement - the rights of children with disabilities: the duty to
protect, respect, promote and fulfil education
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3. SADC MANDATE TO EDUCATION OF CHILDREN WITH DISABILITIES
SADC and its member states have a strong mandate to create equitable educational
opportunities for all children including children with disabilities across the region within
inclusive environments. This mandate is informed, among other things, by:
a) The signing and ratification of the United Nation’s Convention on the Rights of
Persons with Disabilities (UNCRPD) by 9 SADC member states. These member States
have committed themselves to work towards the realisation of all the rights and
obligations outlined in the Convention which include realising the right to education
for persons with disabilities through the building of inclusive education and training
systems. The Convention states:
With a view to realizing this right without discrimination and on the basis of equal
opportunity, States Parties should ensure an inclusive education system at all levels
and lifelong learning. In realizing this right, States Parties should ensure that persons
with disabilities are not excluded from the general education system on the basis of
disability and that children with disabilities are not excluded from free and
compulsory primary education, or from secondary education, on the basis of
disability4.
b) The African Charter on the Rights and Welfare of the Child (1999) commits members
of the African Union to realise the right of every child to an education. The Charter
states that:
State Parties to the present Charter shall take all appropriate measures with a view
to achieving the full realization of this right and shall in particular:
a. Provide free and compulsory basic education;
b. Encourage the development of secondary education in its different forms and to
progressively make it free and accessible to all;
c. Make the higher education accessible to all on the basis of capacity and ability by
every appropriate means;
d. Take measures to encourage regular attendance at schools and the reduction of
drop-out rates;
e. Take special measures in respect of female, gifted and disadvantaged children, to
ensure equal access to education for all sections of the community5.
c) The African Union (AU) Continental Plan of Action for Persons with Disabilities was
developed to guide the African Decade for Persons with Disabilities (1999-2009) now
4
5
United Nation’s Convention on the Rights of Persons with Disabilities
African Charter on the Rights and Welfare of the Child (1999)
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extended to 2019. The Plan gives attention to critical areas of importance for
equalising opportunities for people with disabilities in all areas of society, including
education. It makes provision for special measures to be put in place towards
addressing the needs of children with disabilities, including ensuring that they have
access to all levels of the education system. In addition, the Plan commits member
states to:
Establish policies to ensure that girls and boys with disabilities have access to
relevant education in integrated settings at all levels, paying particular attention to
the requirements of children in rural areas6.
d) The SADC has adopted the Framework and Programme of Action (2008 -2015) for
Comprehensive Care and Support for Orphans, Vulnerable Children, and Youth in
SADC. This framework has a vision is aimed at ensuring that the rights and basic
needs of all children and youth in the SADC region are fully met, enabling them to
grow up well and realise their full human potential. Its main purpose is to integrate
vulnerable children and youth as a priority in all aspects of the development agenda
of SADC, at policy, legislative and intervention levels, with a focus on providing them
with comprehensive services in a holistic manner. Children with disabilities are
recognised as vulnerable children and targeted for specific attention through the
activities driven by the Framework7.
e) Taking forward this mandate is supported by the SADC Protocol on Education and
Training (1997) which emphasises that the challenge of “tackling the socio-economic
problems facing the Region” is best addressed through the “development of human
resources to its fullest potential”. Equally importantly, is the recognition that is given
in the Protocol to the value of regional collaboration. It emphasises that in pursuit of
equitable and quality education provision for all children and adults across the
region:
A concerted effort can only be effected through the implementation of coordinated;
comprehensive and integrated programmes of education and training that address
the needs of the Region8.
The policy instruments above provide a basis for developing a regional framework on
inclusive education.
6
African Union (AU) Continental Plan of Action on the African Decade of Persons with Disabilities (2012)
SADC has adopted the Framework and Programme of Action (2008 -2015) for Comprehensive Care and Support for
Orphans, Vulnerable Children, and Youth
8 SADC Protocol on Education and Training (1997)
7
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GUIDING PRINCIPLES FOR EDUCATION OF CHILDREN WITH DISABILITIES
The European Agency for Development in Special Needs Education recommends the
following key principles for Promoting Quality in Inclusive Education.
a) Holistic development - Policies, strategies and programmes must promote holistic and
comprehensive services for children and youth with disabilities considering a “whole
child development” approach (UNICEF, 2006). This includes adopting different
intervention approaches and methodologies and strengthening implementation
partnerships that are necessary to coordinate and fulfil all basic needs of children and
youth, and prevent, minimize or eliminate risks of deprivation;
b) Widening participation to increase educational opportunity for all learners - The goal
for inclusive education is to widen access to education and to promote full participation
and opportunities for all learners vulnerable to exclusion to realise their potential.
c) Gender sensitivity - policies, strategies and programs on OVCY must be gender sensitive,
particularly considering gender driven differences that cause deprivation and
vulnerability;
d) Education and training in inclusive education for all teachers - For teachers to work
effectively in inclusive settings, they need to have the appropriate values and attitudes,
skills and competences, knowledge and understanding.
e) Organisational culture and ethos that promotes inclusion - At the level of the school, or
other educational organisation, a shared culture and ethos based upon positive
attitudes towards welcoming a diversity of learners in classrooms and meeting diverse
needs in education is crucial.
f) Flexible resourcing systems that promote inclusion - Funding policies and structures
remain one of the most significant factors determining inclusion. Limited or no access to
certain facilities and provision may actually hinder inclusion and equality of opportunity
for learners with SEN.
g) Policies and Legislation that promote inclusion - The promotion of quality inclusive
education requires clearly stated policy and legislation. The goal of the education for all
should be promoted in educational policies and legislation as well as supported via
school ethos and leadership, as well as teachers’ practice. All policy and legislation that
potentially impacts upon inclusive education within a country should clearly state
inclusion as a goal. Consequently, legislation and policies across all public sectors should
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lead to the provision of services that enhance developments and processes working
towards inclusion in education.
h) Sustainability – interventions should be designed to consider the long term nature of
children and youth needs and vulnerabilities not limited to particular project life cycles.
Interventions should be free from any negative impact that may arise directly or
indirectly as a result of the approaches used to deliver services;
i) Child rights centeredness -Interventions should be child rights centred, encouraging
duty bearers, older children and youth (based on their evolving capabilities) to take on
their roles and responsibilities to meet the needs of all vulnerable children and youth
regardless of their condition and circumstances. Policies and programs designed at all
levels should demonstrate how they will translate into real benefits for children and
youth.
The study on education for children with disabilities in Southern Africa conducted by the
Secretariat of the African Decade has linked these principles in the key findings and
recommendations of the study.
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4. VISION, AND OBJECTIVES / REGIONAL STRATEGIC PRIORITIES
VISION: The rights of children with disabilities in the SADC region are fully met, enabling
them to grow up well and realise their full human potentials.
Objective One – To ensure the availability of reliable and accurate data is available and
utilised in the planning, monitoring, evaluation and resourcing of inclusive education in
Southern Africa
Accessing accurate and reliable information that is able to provide insight into how many
children with disabilities are gaining access to existing education provision, where these
children are now at school and how many remain excluded remains a key challenge for
decision makers across the region. In a number of countries, reports on the levels of
participation of children with disabilities in the education system, tend to rely heavily on the
numbers of children attending special schools where they exist9. Very limited data exists
that is able to provide a picture of what is happening with regard to children with disabilities
in the mainstream system. Such data is critical to effective education planning, especially
where it is needed to ascertain the nature and levels of support that different learners may
require. It is also necessary for monitoring / evaluating progress and effective collaboration
across the region.
Strategies for objective one
a) SADC in collaboration with member states, CSOs, DPOs and development partners to
initiate a process towards the development of appropriate monitoring and evaluation
mechanisms that can be used to monitor the implementation of inclusive education.
This will include the development of a set of appropriate indicators that can be used to
measure progress around those elements that are recognised as critical to the building
and maintenance of inclusive education systems, especially in developing contexts. The
development of appropriate indicators will be matched by immediate efforts to assist
member states to strengthen their existing data collection and analysis capabilities.
This will contribute to the collation of accurate and reliable evidence to verify progress,
inform decision making and benchmark good practices and progress across the region.
b) Facilitate the undertaking of an extensive regional study which seeks, through the
application of qualitative, quantitative data collection and modelling, to reliably map the
participation and/or exclusion of children with disabilities within the education
systems across the region. The study will also attempt to advance some projections with
regard to future resources needed to support the implementation of inclusive education
in the member countries.
9
SADPD Study on Education for Children with Disabilities in Southern Africa – December 2012
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Objective Two – To develop a common understanding of inclusive education and its
usefulness in achieving quality education for all in Southern Africa
Inclusive education is an emerging concept and is often linked, especially where children
with disabilities are concerned, to the concept of ‘special needs education’ or education for
learners regarded as having ‘special needs’. The latter terms have been the dominant terms
used historically to describe education provision for children with disabilities where it has
existed. Underlying these different concepts are conceptual differences that are important
to informing how countries approach education for children with disabilities, especially in
pursuit of the United Nation’s Convention on the Rights of Persons with Disabilities
(UNCPRD) and its call for inclusive education systems. In practice, much confusion still exists
around what inclusive education is and what is means for both the mainstream education
system and for specialised forms of provision, such as special schools, where these are in
place. This lack of a common understanding among role players weakens the effective
implementation of inclusive practices and reinforces negative perceptions of its meaning
and purpose10.
Strategies for objective two
a) SADC in partnership with Ministries of Education in its member states and with
organisations in Civil Society will facilitate among all role players the development of a
common understanding of inclusive education. It will give particular attention to
addressing the conceptual concerns underpinning inclusive education. The intention will
be to ensure that all role players are able to make sense of what is needed to transform
existing education systems to fully meet the needs of all children and are able to
translate these concepts into meaningful strategies and practices.
b) In line with the recognised value of regional collaboration captured in the SADC Protocol
on Education and Training (1997) SADC will facilitate the development of a regional
network on inclusive education to promote collaboration across countries, especially in
the sharing of good practices and the setting up of strategic partnerships for systemic
capacity development, especially among education officials, teachers, parents and
disabled people’s organisations (DPOs).
10
SADPD Study on Education for Children with Disabilities in Southern Africa – December 2012
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Objective three – To ensure Pre and in-service training of teachers embedded in training
curriculum and practice in the SADC region.
One of the most pervasive challenges across the region is the lack of teachers adequately
and appropriately trained to support inclusive education systems. There are insufficient
numbers of suitably qualified teachers, especially in remote rural areas, to meet the need
that exists. At the same time many of those teachers that are in the system lack the
necessary skills and knowledge to respond with confidence to the full diversity of needs
present among the children in their classrooms11.
Strategies for objective three
a) SADC will initiate through the SADC Protocol on Education and Training (1997) a regional
initiative to strengthen the training of teachers to equip them to participate with
confidence in inclusive environments.
b) Work closely with relevant professional bodies, higher education institutions and
teacher unions around this initiative to elicit their support. The initiative will focus on
the integration of the values, principles and practices underpinning inclusive education
into the mainstream curricula of under-graduate student teachers and the development
of appropriate courses at the post-graduate level for further, more specialised study.
c) Develop regional resources for in-service training courses that will equip existing
teachers with an expanded skills and knowledge base.
Objective Four – Transformation of special schools and strengthening of education support
services achieved within the SADC region.
In many member States, efforts to develop inclusive education tend to combine provision
that has historically been in place as part of a limited ‘special education’ system, with
interventions that aim to transform existing mainstream systems to become more inclusive
and meet the needs of all children. In some cases this ‘hybrid’ model reflects an attempt to
harness existing resources and build on what is already in place12. While harnessing existing
resources, such as existing special schools, is extremely important in resourced constrained
environments, such strategies must be informed by a real and sustained commitment to
inclusive education. Although some special schools provide excellent services and expertise
related to a specific impairment, many challenges exist around their ability to provide
appropriate support in the mainstream system and to play a meaningful role within a truly
inclusive education and training system. Special schools as resource centres need to be able,
11
12
SADPD Study on Education for Children with Disabilities in Southern Africa – December 2012
SADPD Study on Education for Children with Disabilities in Southern Africa – December 2012
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therefore, to ensure excellent provision in their area of expertise and demonstrate a
conceptually clear and constructive approach to inclusive education if their expertise is to
be fully harnessed.
Strategies for Objective Four
a) SADC will facilitate the development of a set of regional guidelines which will outline
what is required in order to transform existing special schools into viable and
progressive resources within the framework of an inclusive education system.
b) SADC will actively seek to encourage member States to focus their attention on the
transformation of their general education systems through the utilisation of the
developed guidelines. This will be prioritised above the setting up of new, separate
facilities for children with disabilities, so that countries develop the capacity to meet,
within local communities, the educational needs of all children in that community.
Objective Five – To strengthen the capacity of community organisations and a broad range
of role players in the inclusive education arena.
Successful initiatives towards the development of inclusive education within member states
consistently highlight the value and importance of harnessing existing capacity within civil
society to support government efforts. Two of the most important resources in
communities for building inclusive education are parents of children with disabilities and
people with disabilities themselves. The region is strengthened by the existence of a vibrant
disability rights movement and by well organised groups of parents who have demonstrated
their ability to add significant value to inclusive education initiatives. At the regional and
national level such capacity is enhanced through strong partnerships between organisations
in civil society and the government. At the regional level substantial co-operation is evident
across countries between parents’ organisations and DPOs. These are valuable resources
for the region and must be supported and strengthened if they are to continue to play a
necessary and meaningful role in the implementation of inclusive education initiatives.
Strategies for Objective Five
a) SADC will actively support inclusive education initiatives which are embedded within
local communities and which bring together and support relationships between key role
players across communities, especially parents, teachers, DPOs, local health workers,
community and traditional leaders, local government officials and other community
resources that are able to provide support to schools.
b) SADC will support the setting up multi-sectoral and inter-organisational partnerships
between state and non-state actors.
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c) Organisations of parents of children with disabilities and DPOs should actively facilitate
the participation of other parents and people with disabilities in initiatives towards the
development of inclusive education in their countries. This should include their
participation in multi-sectoral and inter-organisational partnerships established to
support government efforts to implement inclusive education and monitor progress and
initiatives that seek to take forward national development gaols and promote education
for all.
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5. CONCLUSION
This strategy is intended to give meaning to SADC’s mandate to ensure the creation of
equitable educational opportunities for children with disabilities across the region. It details
those areas of action that are critical to the development and sustainability of inclusive
education systems, recognised in regional and international human rights instruments as
essential to the realisation of children with disabilities’ right to education. It sets in motion
processes aimed at developing the capacity of education systems to meet this challenge and
empowering key role players to play their part. Member states are called upon to work
together across the region to demonstrate Africa’s commitment to the full realisation of the
rights of all children on the continent.
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Draft Southern African Regional Inclusive Education Strategy
APPENDIX ONE – STRATEGY IMPLEMENTATION FRAMEWORK
Phase 1
Baseline Study
of Inclusive
Education
(Based on
indicators in
the Sector
Policy)
Phase 2
Sensitization
and social
mobilization
of
stakeholders
through
communicatio
n and outreach
programmes
Phase 3
Targeted
Capacity
development,
institutional
development
and review of
curriculum,
systems and
procedures
Phase 4
Implementation
of Inclusive
education in
Phases
(Capacity assessment,
institutional reform,
infrastructural
development, training
e.t.c)
Monitoring and
Evaluation
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APPENDIX TWO: MAPPING OF STAKEHOLDERS TO BE INVOLVED IN THE IMPLEMENATION
OF THE STRATEGY
TYPE OF STAKEHOLDER
Ministry of Education
Parents and Community
Civil Society Organizations
and resource institutions
Educational Institutions
Media
KEY MAPPED ACTORS



















Curriculum section,
Teachers,
Special education section,
Disability Unit,
Community and religious leaders
Parents group
DPOs
Service providers
Advocacy organizations
Training and educational institutions
Churches
Students Unions
Development partners
Special education schools
Primary schools
Secondary schools
Teacher training and other tertiary schools
State Owned media
Private media
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BIBLIOGRAPHY
a) SADPD Study on Education for Children with Disabilities in Southern Africa – December
2012.
b) The United Nations Convention on the Rights of Persons with Disabilities
c) The Ezulwini, Swaziland call to action education conference statement - the rights of
children with disabilities: the duty to protect, respect, promote and fulfil education.
d) African Union (AU) Continental Plan of Action on the African Decade of Persons with
Disabilities (2012)
e) SADC has adopted the Framework and Programme of Action (2008 -2015) for
Comprehensive Care and Support for Orphans, Vulnerable Children, and Youth
f) SADC Protocol on Education and Training (1997)
g) European Agency for Development in Special Needs Education
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