Elina Lehtomäki

The successful education sector development in Tanzania – comment on gender balance and inclusive education

In this paper we discuss to what extent the international and national equality goals regarding gender balance and inclusive education have been reached in the education sector development in Tanzania. According to recent reports, the development trend has been generally positive, and the country is close to achieving its primary education targets. More detailed reviews suggest, however, that current monitoring and evaluation mechanisms are too narrow to catch the critical factors regarding equality, particularly in secondary education. Our comment concerns the achievements and challenges, and emphasises the significance of a multidimensional set of information including in‐depth qualitative research on connections between socio‐cultural factors and education.

Global connectedness in higher education : student voices on the value of cross-cultural learning dialogue

The study explores how sense of global connectedness can be enhanced by creating opportunities for cross-cultural dialogue in higher education. Thematic analysis of randomly selected 15 learning journals, students’ reflections on their learning during an international seminar was used to identify students’ significant learning experiences. The results emphasise the added value of diversity (geographical, disciplinary, cultural and social) among students, faculty and invited presenters for creating meaningful learning. Furthermore, they suggest that designing an integrated approach of contents, contexts and activities for critical engagement in global dialogue and knowledge generation in higher education can open up new perspectives to students in education and thereby increase their sense of global connectedness. The research addresses internationalisation of higher education, contributes to the development of international study programmes and provides means to enhance inclusion of global issues in higher education policies, curricula and practice.

As Capable as Other Students: Tanzanian Women with Disabilities in Higher Education.

Globally, persons with disabilities are underrepresented in higher education. In sub-Saharan Africa, where opportunities for higher education are especially limited, women are unlikely to continue their education. This research investigates women in Tanzanian higher education with the double marginalisation of being a woman and having disabilities. The women were interviewed on what factors enabled access and participation for their educational success. A thematic analysis of qualitative data was applied. All of the women interviewed were motivated to complete their degrees. Key enabling factors were encouragement from their families and previous teachers, full participation in student life and sufficient financial support. Student life integration, especially peer study groups, and university staff training were emphasised along with structural modifications needed for campus facility access. They understood the importance of education, especially as women with disabilities, and the impact educated women with disabilities have as role models for young women, those with disabilities and without.

Scaffolding teachers to foster inclusive pedagogy and presence through collaborative action research

Abstract Teachers can be influential change agents in transforming their schools if they regularly reflect on their pedagogical practices, looking for improvements that will help all learners reach their full potential. However, in many sub-Saharan African countries, teachers seldom get an opportunity to collaboratively reflect on their practices. Action research, as an in-service professional development strategy, can be an ideal means of empowering teachers to collaboratively reflect on and improve their pedagogy to be more inclusive. Drawing from collaborative action research projects conducted by teachers in two primary schools in Zanzibar, Tanzania, this article explores the role of collaborative action research in developing the capacity of teachers to inform improvements in their pedagogical practices. The findings show how the participating teachers, with scaffolding influence from a critical friend (research facilitator), developed professionally along their zones of proximal development by promoting their pedagogical and research skills to enhance the presence, participation and achievement of all learners in their schools. Based on the findings, the article shows both the advantages and disadvantages of using collaborative action research in teacher professional development in the study context. The article also discusses the significance of organisational learning in in-service professional development in order to foster inclusive pedagogy through collaborative inquiry among teachers.

Questioning Human Rights: The Case of Education for Children and Youth with Disabilities in Ethiopia

This chapter focuses on the politics of education as a basic human right. We analyze the challenges and opportunities implied in realizing the Convention on the Rights of Persons with Disabilities and operationalizing the human rightsbased approach to disability (HRBAD) with a case study on the inclusion of children and youth with disabilities in the regular education system of Ethiopia. The existing situation is highlighted with lived experiences of persons with disabilities and comments by organisations of persons with disabilities, education professionals, and government officials who were interviewed between August and October 2013 in Ethiopia. When successful, the HRBAD and its critical analysis bring about transformation in theory and practice. Inequality, however, may be reinforced or even increased unless duty-bearers in the Global South and North increase their capacity, dialogue and change their paradigm from ‘intervention effectiveness’ to ‘development effectiveness’, thereby encompassing inequality reduction as a central objective. This chapter concludes with an introduction of the promising role played by African persons with disabilities themselves through the newly established African Disability Forum in collaboration with the African Union and other international stakeholders.

Moving towards inclusion: how Zanzibar succeeds in transforming its education system?

ABSTRACT Ever since the proclamation of the Salamanca Statement (1994) and the Dakar Framework for Action (2000), several countries across the globe have been improving their education systems making remarkable efforts towards inclusion. Furthermore, the Muscat Agreement (2014) proposes a global goal and targets for education post-2015. The goal envisages equitable inclusive quality education and lifelong learning for all by 2030. This article inquires how Zanzibar, a semi-autonomous part of Tanzania along the East African coast, started to transform its education system in an attempt to make it inclusive. First, the commitment to and process towards Inclusive Education (IE) is described in the time frame of changes in education. Second, thematic analysis is conducted to examine the contextualisation and definition of the concept of IE, the introduction of relevant legislation, introduction of Inclusive and Learner Friendly Education Policy, and the support provided for teachers to implement IE practices in the classrooms. Finally, the IE development in Zanzibar is compared to similar processes in sub-Saharan Africa.

Academic achievement and self-concept of deaf and hard-of-hearing and hearing students transitioning from the first to second cycle of primary school in Ethiopia

ABSTRACT This study was done to examine the transition of deaf and hard-of-hearing (DHH) and hearing students from the first cycle (Grade 4) to the second cycle (Grade 5) of primary education in Ethiopia. Academic achievement and self-concept were measured longitudinally with 103 DHH and hearing students. Participants were selected from three different settings (special schools, special classes and regular schools). Self-Description Questionnaire I (Marsh, H. W. 1990. Self-Description Questionnaire – I (SDQ I). Manual. MacArthur, NSW, Australia: University of Western Sydney) was used to measure the children’s self-concept. The results showed a decrease in the academic achievement and academic self-concept of DHH students who were in a special class (Grade 4) when they transferred to the mainstream (Grade 5), while the academic achievement and self-concept of the DHH students continuing in a special school remained stable. All three groups – DHH in the mainstream, DHH in the special school and hearing students – showed improvements in their social self-concept after the transition.