Learner- and Teacher- Based Positive Factors Amidst Constraints in the Implementation of Inclusive Education in Malawi’s Secondary Schools

Abstract

Malawi has adopted a policy on inclusive education (IE) in an attempt to respond to disability-related inequalities in education and conform to international standards and frameworks (ISFs) on IE. Learners with disabilities are therefore included in the mainstream education institutions. However, there are challenges in its implementation at all levels of education in Malawi. The purpose of this paper therefore was to explore whether there are positive learner-and teacher-based factors that can be utilised to enhance the effective delivery of IE in Malawi's inclusive secondary schools. Located within the interpretative paradigm, the study adopted qualitative methodology to address the issues at hand. Semi-structured interviews were used to collect data from the teachers and learners with disabilities. Thematic analysis was used to analyse data. The findings revealed that there are positive learner-and teacher-based positive factors despite amidst challenges in the implementation of IE in Malawi's secondary schools which can be utilized to enhance its effective delivery. The paper therefore argues that IE could be progressively realized in Malawi if policy efforts can build on such factors. It then recommends that the Ministry of Education should develop the strengths of teachers and learners through systems of rewards and recognition. Furthermore, teachers should be fully supported through IE training and formulation of responsive conditions of service, and have access to appropriate career paths so that they can be retained in the schools.