Advocacy strategies used by Zambia open community schools (zocs) in implementing inclusive education: a case of two community schools in Chipata
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Date
2020
Authors
Kabaka, Musonda
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
The study looked at advocacy strategies that ZOCS uses in implementing inclusive
education in community schools in Chipata District. Particularly the objectives of the study
were (1) to establish the role of ZOCS in implementing inclusive education in community
schools, (2) to identify the advocacy strategies used by ZOCS in implementing inclusive
education, (3) to establish the benefits of advocacy strategies and (4) to find out the
challenges faced by ZOCS while implementing inclusive education in community
schools.The study utilized ‘Most Significant Change’ (MSC) technique a qualitative
approach to monitoring and evaluation. All community schools in Chipata were targeted,
ZOCS officers, parents, and learners. Purposive sampling was used to select the teachers,
parents and pupils while confirming and disconfirming to select ZOCS officers. The total
respondents was 22. Semi-structured interviews and document review were used and data
was analysed thematically. Findings revealed that the role of ZOCS was not known by the
learners, parents and the teachers. But was more pronounced amongst the ZOCS personnel,
school administrators and some PCSC members. The study identified DEBS – DAC
engaged in dialoguing cross cutting issues affecting community schools, public Dialogue
Forum. The creation of Students Council that empowers learners take part in decision
making. PCSC are equipped. Though respondents were not able to explain ZOCS’ role,
they related to benefits trickled as a result of advocacy strategies. Benefits includes
deployment of government teachers in community schools, learners empowered to
participate in school matters and Chisitu pointed at administration block built through
PCSC. Inclusive education posed a huge challenge, negative attitude towards learners,
infrastructure barriers, lack of teaching materials and teachers lacking knowledge of
special education needs. Based on the findings, ZOCS should lobby that special education
teachers also be deployed in community schools, encouraged teachers to use local
materials, PCSC and school managers to consider accessible infrastructure in future and
MOGE and other stakeholders to ensure inclusive learning is practiced.
Keywords: Advocacy, community schools, inclusive education, strategies.
Description
Keywords
Education--Inclusive--Zambia