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"Inclusive education Government policy Africa."
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Challenging Inclusive Education Policy and Practice in Africa
It is a fundamental right for all children to be given access to quality education to ensure they reach their full potential as individuals; a right which is reflected in international law in Article 26 of the Universal Declaration of Human Rights and supported by the Education for All Agenda (1990) and the United Nations Convention on the Rights of People with Disabilities and Optional Protocol (2006). Nation states across Africa have signed up to these protocols and remain committed to ensuring education for all children. The progress globally however in the past 25 years, including in Africa, has been slow (UNESCO, 2015). Questions remain on why this is so and what can be done about it. This book brings together researchers, education policy makers and academics from the African community. What is unique about this text is that it includes local insights narrated and critiqued by local professionals. This book presents a wide range of African countries across the continent, to provide a critical overview of the key issues affecting developments. It questions the origins of ideas and definitions around inclusive education and the impact it has made on policy and ultimately practice, within local socio-cultural and economic communities, both urban and rural. It highlights positive developments as well as challenges and provides a deep understanding of why the process of implementing inclusive education is so complex in the African continent. It provides an understanding of what is needed to develop a more sustainable model of inclusive education across the continent and within specific countries.
eBook
Inclusive Education in South Africa and the Developing World
This book offers policy makers, teachers and teacher trainers a framework for understanding inclusive education in the developing world.
With a major focus on South Africa, it argues that planning for inclusive education must rupture old theories, assumptions, models and tools - including a recognition of how the history of special education has psychologized failure - with the mainstream taking ownership of the transformation to a fairer system. The author contends that for inclusive education to take hold, policy makers need to contextualize the curriculum to the needs of the developing country, and to place the vulnerable and working class demographic at the heart of the planning process - recognizing that the performative culture of developed countries will marginalize and alienate this majority group.
Providing practical guidelines on developing full-service schools that can cater for learners who experience a range of barriers to learning, Inclusive Education in South Africa and the Developing World will be of great value to all those with an interest in education, inclusion and social justice both within South Africa and beyond.
eBook
Inclusive growth, human capital development and natural resource rent in SSA
This paper seeks to achieve two objectives. First, we argued for the increase in government expenditure on education and health to examine the possibility of achieving inclusive growth. Second, financing gap model was employed to estimate the potential growth in GDP per capita that is accruable to the economy if government use natural resource rent to finance increase in expenditure of education and health. Relying on dataset for 18 SSA countries, among the results obtained showed that both government expenditures are found to be significant for explaining growth in SSA. However, augmenting health expenditure with natural resource appears to be more significant for making growth process inclusive. Also, the results of the simulation exercise indicate that increasing government expenditure on health would increase GDP per capita growth by over 3.1 %. The policy implication of this is drawn based upon the results obtained.
Journal Article
Is an all-inclusive educational policy a determinant of voting behaviour in Ghana?
PurposeIn this study, the authors investigate Ghana's Free Senior High School policy as an all-inclusive development policy that drives voting behaviour.Design/methodology/approachUsing the snowball sampling technique and a statistically representative sample size of 413 eligible voters from Ghana, the authors estimate a multinomial logistic regression with its marginal effects.FindingsThe results show that as the number of Free Senior High School beneficiaries per household increases, the more the voters in that household are likely to vote for the policy implementor. Similarly, voters who believe that the Free Senior High School policy has had an impact on students' performance are more likely to vote for the policy implementor. By implication, an all-inclusive development policy such as the Free Senior High School educational policy has the probability of influencing voting behaviour in favour of the policy implementor.Originality/valueTo the best of the authors’ knowledge, this is the first study to investigate the nexus between an all-inclusive Free Senior High School educational policy and voting behaviour in Ghana.
Journal Article
The dynamic interplay of foreign direct investment and education expenditure on Sub-Saharan Africa income inequality
In Sub-Saharan Africa (SSA), income inequality persists as a multifaceted challenge influenced by various structural factors, including limited access to quality education, inclusive economic growth, rural development, good governance, and political stability. Education and foreign investments in the host country play a strong major role as a mobility factor that moves the population from intergenerational poverty in developing countries. Quality education attainment improves skill-biased labor market and unemployment through increases in public expenditure in neweducation and foreign investment flows. This study examined the interplay between education expenditure, foreign direct investment (FDI), and income inequality in a selected sample of 36 SSA countries from 1995 to 2021. We employ the bias-corrected method of moment (BCMM) estimator for dynamic panel data models. The findings revealed that foreign investment significantly reduces income inequality in the region. On the other hand, government expenditure on education is associated with an increase in income inequality. Moreover, enrollment in basic education impairs income disparity in the SSA region, whereas an increase in the labor share reduces inequality. Based on the results, we recommend policy that attracts more foreign investment and prioritizing education policies that enhance skills and increase the share of educated labor in the region. By adopting these measures, SSA countries can effectively mitigate income inequality and promote sustainable economic development.
Journal Article
Disability, Poverty, and Schooling in Post-civil War in Sierra Leone
Sierra Leone has invested in education after the civil war but it is unclear if persons with disabilities have benefited from this effort. In 2009, we conducted a household field survey in 17 randomly selected localities of Sierra Leone. Findings show that persons disabled before school-going age, those with multiple disabilities, girls, elderly children, the poorest, and those residing in rural areas were less likely to participate in primary and secondary education. The same predictors were associated with lower odds of being literate except the age of disability onset. Our findings indicate that quality and equity in learning require policy that prioritize vulnerable groups especially in post-conflict context.
Journal Article
Funding and inclusion in higher education institutions for students with disabilities
Background: Historically, challenges faced by students with disabilities (SWDs) in accessing higher education institutions (HEIs) were attributed to limited public funding. The introduction of progressive funding models such as disability scholarships served to widen access to, and participation in, higher education for SWDs. However, recent years have seen these advances threatened by funding cuts and privatisation in higher education.Objectives: In this article, the funding mechanisms of selected developed and developing democratic countries including the United Kingdom, the United States, Canada, Australia, South Africa and India are described in order to gain an insight into how such mechanisms enhance access, equal participation, retention, success and equality of outcome for SWDs. The countries selected are often spoken about as exemplars of best practices in relation to widening access and opportunities for SWDs through government mandated funding mechanisms. Method: A critical literature review of the sample countries’ funding mechanisms governing SWDs in higher education and other relevant government documents; secondary academic literature on disability funding; online sources including University World News, University Affairs, newspaper articles, newsletters, literature from bodies such as the Organisation for Economic Co-operation and Development, Disabled World and Parliamentary Monitoring Group. Data were analysed using a theoretically derived directed qualitative content analysis.Results: Barriers which place SWDs at a substantial educational disadvantage compared to their non-disabled peers include bureaucratisation of application processes, cuts in disability funding, means-test requirements, minimal scholarships for supporting part-time and distance learning for SWDs and inadequate financial support to meet the day-to-day costs that arise as a result of disability.Conclusion: Although the steady increase of SWDs accessing HEIs of the sampled countries have been attributed to supportive disability funding policies, notable is the fact that these students are still confronted by insurmountable disability funding-oriented barriers. Thus, we recommend the need for these HEIs to address these challenges as a matter of urgency if they are to respect the rights of SWDs as well as provide them with an enabling environment to succeed academically.
Journal Article
Government Spending and Inclusive-Growth Relationship in Nigeria: An Empirical Investigation
This study has investigated the relationship between government spending and inclusive growth in Nigeria over the period 1995 to 2014. Specifically, it examined how, and to what extent, government spending on education, government spending on health, economic freedom, public resource use, and real GDP growth rate have impacted on inclusive growth in the country. It used the Dickey-Fuller GLS unit root test to ascertain the order of integration of the series. Consequently, through the Auto-Regressive Distributed Lag (ARDL) bound testing technique, the study found that in the long-run government spending on health, economic freedom, public resource use and real GDP growth rate had significantly positive influence on inclusive growth. In the short-run, however, only real GDP impacted significantly on inclusive growth while other variables were not significant in causing inclusive growth. Thus, in conclusion, government spending in the form of redistributive spending on health propelled inclusive growth in Nigeria.
Journal Article