Author(s)

Benkosi Madlela

University of South Africa (UNISA), Pretoria, South Africa.

The study investigated progress made by tertiary institutions in Eswatini in implementing inclusive education. A qualitative research approach was adopted to conduct the study. Data was collected using observations and interviews with four lecturers and four Registrars purposively selected from four tertiary institutions. Data presentation and analysis revealed that despite Eswatini having the Ministry of Education and Training (MOET) 2018 inclusive education policy, most tertiary institutions had made less progress in implementing inclusive education. Buildings, surroundings, sports fields, and learning material in tertiary institutions did not cater for learners with special needs. The government did not support institutions with resources and did not monitor the implementation of inclusive education. Tertiary institutions had low numbers of learners with special needs. Those numbers ranged from 0 - 5 per institution. The study concluded that tertiary institutions in Eswatini had made insignificant progress in implementing inclusive education due to lack of resources and government support. It was recommended that MOET should develop an inclusive education implementation and monitoring plan and use it to assess the implementation of inclusive education in institutions, and support institutions with resources needed for effective implementation of inclusive education. Tertiary institutions should upgrade their buildings, surroundings, and sports fields so that they accommodate learners with special needs, procure inclusive learning materials and train staff members on inclusive education.

Progress, Institutions, Inclusive Education, Eswatini

Madlela, B. (2022) An Investigation of Progress Made by Tertiary Institutions in Implementing Inclusive Education in Eswatini. Open Access Library Journal, 9, 1-19. doi: 10.4236/oalib.1109083.