Abstract:
This study examined education governance and inclusive education in Secondary
schools. Inclusive education is a complex process to achieve due to the context
where it is applied and the complication of translating policy into practice. There
are deliberate attempts to address challenges in the provision of inclusive
education in Tanzania. However, the implementation is not adequate and
education opportunities for students with special needs are still minimal. The
study used a qualitative research approach, where data were collected through
in-depth interviews, non-participant observation, and documentary review
methods. The study involved 40 teachers and 48 key informants including heads
of secondary schools, Education Officers, and parents. The findings showed that
coordination and management of inclusive education are done at different levels
of authority. Wards play the key role of linking schools and the services for the
provision of education including inclusive education. However, the facilities for
the provision of inclusive education are still a challenge in secondary schools.
There were also challenges in the implementation of education policies attributed
to limited resources and coordination issues. Despite the efforts made to provide
inclusive education in secondary schools, there are still implementation
challenges to the provision of this education. Therefore, there is a need to
continue making concerted efforts to improve the coordination and management
of inclusive education for efficiency and effectiveness. The relevant Ministry
(POR-LAG) in collaboration with education stakeholders should facilitate the
availability of resources and facilities for the provision of inclusive education.
