Inclusive education is a transformative approach that seeks to address the learning needs of

all children, with a particular focus on those who are vulnerable to marginalisation and
exclusion. It is guided by the principle that every learner matters and has the right to access
quality education, regardless of their physical, intellectual, social, emotional, linguistic, or
other conditions. Zimbabwe has made significant strides in adopting inclusive education,
particularly under the framework of the Education Amendment Act of 2020 and the updated
curriculum introduced by the Ministry of Primary and Secondary Education (MoPSE).
However, the implementation of this curriculum has encountered both successes and
challenges. This essay critically evaluates the implementation of the inclusive education
curriculum in Zimbabwe, using practical examples from schools.

Inclusive education is a teaching approach that ensures all learners, regardless of their
physical, intellectual, social, emotional, linguistic, or other conditions, are accommodated and
educated together in the same learning environment. It emphasises equal access,
participation, and achievement for all students.

Curriculum is a structured framework outlining the content, teaching strategies, learning

outcomes, and assessment methods used in the education system. In Zimbabwe, the
curriculum is guided by the Curriculum Framework for Primary and Secondary Education
(2015–2022).

Zimbabwe's inclusive education efforts are grounded in several key policies, including the
Education Act (as amended in 2020), the National Disability Policy (2021), and the
Curriculum Framework for Primary and Secondary Education (2015-2022). These documents
emphasise access, equity, and quality education for all learners. The Education Amendment
Act makes it unlawful to deny any learner access to education based on disability or any other
condition. While these policies create a solid foundation for inclusive education, their
implementation at school level is uneven due to varying capacities and resources.

Many Zimbabwean schools, especially in urban areas like Harare and Bulawayo, have made
infrastructural improvements to accommodate learners with disabilities. For example, King
George VI School in Bulawayo is widely recognised for its inclusive model, offering
wheelchair ramps, accessible toilets, and resource units for learners with physical and hearing
impairments. However, in rural schools such as those in Binga or Gokwe, the situation is
starkly different. Most lack basic facilities like ramps, accessible toilets, and signage for the
visually impaired, rendering the implementation of inclusive education challenging.

One of the key pillars of successful inclusive education is the presence of adequately trained
teachers. Some schools, particularly private and special schools like Emerald Hill School for
the Deaf and St. Giles Special School, have specialist educators trained in sign language and
Braille. However, in the majority of mainstream schools, teachers are not adequately trained
to handle learners with special needs. A study by Chireshe (2013) found that most teachers in
Zimbabwe expressed a lack of confidence and training in inclusive methodologies, which
hinders proper implementation.

Inclusive education requires diversified teaching aids to cater to different learning needs. In
some better-funded schools, there are efforts to provide Braille textbooks, visual aids, and
assistive technology. For example, Danhiko Secondary School in Harare uses adapted
materials for learners with physical impairments. Nevertheless, many rural and government
schools lack such materials due to financial constraints. This results in the marginalisation of
learners with disabilities, contradicting the goals of the inclusive education policy.

The inclusive curriculum framework in Zimbabwe encourages learner-centred and

differentiated instruction. Some schools have implemented Individualised Education Plans
(IEPs), particularly in urban centres, allowing teachers to modify content and assessment
methods for learners with special needs. However, in practice, many teachers still follow a
one-size-fits-all approach due to lack of knowledge or high learner-teacher ratios. In
overcrowded classrooms (often with 50+ learners), it becomes difficult for teachers to give
special attention to learners with disabilities or learning difficulties.

Successful inclusion also depends on active parental and community participation. In urban
areas, parents are generally more informed and engaged, which fosters better support for their
children's education. In contrast, in some rural communities, cultural beliefs and stigma
associated with disability remain prevalent. For example, learners with albinism or
intellectual disabilities may be hidden from the public or withdrawn from school due to
discrimination, undermining inclusive education efforts.

Despite the policy commitments, the implementation of inclusive education in Zimbabwe

faces several challenges. Many schools lack funding to adapt infrastructure and purchase
specialised learning materials. There is a national shortage of sign language interpreters,
rehabilitation technicians, and special needs educators Some teachers and community
members still hold prejudices against learners with disabilities. There is insufficient
monitoring and evaluation to track the effectiveness of inclusive education practices.

However, this constrains can be improvement by intensify teacher training were it include
compulsory inclusive education modules in all teacher training institutions and provide
continuous professional development for in-service teachers. Allocate more budgetary
support towards inclusive education to ensure resource provision, infrastructure adaptation,
and recruitment of specialised staff. Educate communities to reduce stigma and encourage
support for learners with diverse needs. Promote the use of digital tools and assistive
technologies to support inclusive learning. Tailor implementation approaches to suit the
needs and capacities of rural and urban schools respectively.

While Zimbabwe has made commendable policy-level strides towards inclusive education,
practical implementation in schools reveals a mixed picture. Urban schools and special
institutions demonstrate some level of success, whereas rural and government-run schools
continue to face serious challenges due to limited resources, inadequate training, and social
stigma. For inclusive education to become a reality across the country, a coordinated effort
involving government, schools, communities, and development partners is crucial. Only
through such multi-stakeholder engagement can the vision of an inclusive, equitable, and
quality education for all Zimbabwean learners be realised.
References

Chireshe, R. (2013). The state of inclusive education in Zimbabwe: Bachelor of Education

(Special Needs Education) students’ perceptions. Journal of Social Sciences, 34(3), 223–228.

Ministry of Primary and Secondary Education (MoPSE). (2015). Curriculum Framework for
Primary and Secondary Education 2015–2022. Harare: Government of Zimbabwe.

Government of Zimbabwe. (2020). Education Amendment Act.

Government of Zimbabwe. (2021). National Disability Policy. Harare: Ministry of Public

Service, Labour and Social Welfare.