The Strengthening Teacher Education and Practice (STEP) Activity, funded by USAID, recently conducted an inclusive education fact-finding study in Malawi. This important investigation aimed to assess the status of inclusive education and special needs education (SNE) within teacher training institutions (TTIs) and primary schools in the country. The insights gathered will guide STEP in developing effective inclusive education strategies at both pre-service and in-service levels of teacher training.
Study reveals need for inclusive education training
Employing a qualitative approach, the study utilized focus group discussions, key informant interviews, and classroom observations at five educational institutions, including public and private TTIs, as well as primary schools. Conversations with NGOs actively promoting inclusive education in Malawi provided additional valuable perspectives.
Key findings revealed a significant gap in inclusive education training. Of the 22 mainstream TTIs in Malawi, only two offer certified programs in this critical area. The study highlighted a pressing need for more comprehensive training on support strategies for diverse learners. Additionally, both TTIs and primary schools face a shortage of adequate and up-to-date teaching resources for inclusive education and SNE.
Primary school teachers reported challenges in supporting learners with various disabilities and effectively implementing individualized education plans. The lack of standardized assessment tools further complicates their efforts. However, the study also uncovered inspiring examples of resourcefulness, with educators creating teaching materials from locally available resources to mitigate shortages.
STEP to provide more training on inclusive education practices
Learning from these insights, STEP is now strategically placed to make a significant impact. The activity will focus on incorporating inclusive learning practices into language and literacy subjects through targeted Continuous Professional Development (CPD) interventions for TTI educators. This approach aims to equip future teachers with the skills to provide quality, inclusive literacy instruction for all learners.
By addressing the gaps identified in this study, STEP is making a valuable contribution toward creating a more inclusive and equitable education system.
