Inclusive education has emerged as a vital framework for ensuring equitable and quality education for all, as emphasized in global goals such as the United Nations Sustainable Development Goal 4 (SDG 4). In Technical and Vocational Education and Training (TVET) institutions, which play a crucial role in equipping learners with employable skills, implementing inclusive education presents unique challenges, especially for students with disabilities. This systematic review synthesizes research findings on inclusive education in TVET institutions, focusing on prevailing practices, challenges, and opportunities. The review analyzed six studies selected through a structured process based on inclusion criteria such as relevance to TVET inclusion, publication recency, and geographical diversity. The findings highlight both the potential and the barriers to implementing inclusive practices. Successful strategies include offering counseling services, accommodating diverse learning styles, and improving accessibility through inclusive curricula and infrastructure. However, persistent challenges such as insufficient funding, societal stigmatization, inaccessible facilities, and untrained staff continue to hinder progress. Key recommendations from the studies advocate for comprehensive reforms, including targeted teacher training, establishment of disability support units, inclusive policy implementation, and collaboration among stakeholders. Addressing societal attitudes and integrating students with disabilities into mainstream education rather than segregating them are emphasized as critical steps toward equity. The review concludes that while notable strides have been made in some regions, systemic reforms and enhanced resource allocation are required to achieve meaningful inclusivity in TVET institutions.
Published in | International Journal of Vocational Education and Training Research (Volume 10, Issue 2) |
DOI | 10.11648/j.ijvetr.20241002.15 |
Page(s) | 70-78 |
Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Inclusive Education, TVET Institutions, Students with Disabilities, Accessibility, Challenges, Opportunities, Policy Implementation
ILO | International Labour Organization |
NGO | Non-governmental Organization |
TVET | Technical Vocational Education and Training |
UNESCO | United Nations Education, Scientific and Cultural Organization |
UNEVOC | United Nations Education Vocational |
Reviewed literature | Method used | Result of the study | ||
---|---|---|---|---|
Major findings | Challenges | Implication | ||
Rusli (2024) | Comparative review | 1) Both Malaysia and Hungary have made progress in inclusive education for special needs students, with distinct approaches. Malaysia focuses on integrating special needs students into mainstream classrooms, while Hungary utilizes specialized schools for individualized support. 2) Successful implementation of TVET policies for special needs students faces challenges in both countries, including adequate funding, qualified teachers, and appropriate infrastructure. | 1) Integrating special needs students into TVET programs poses challenges in Malaysia and Hungary due to a lack of inclusive policies and practices, limited accessibility, and inadequate infrastructure. 2) TVET educators in both countries often lack specialized training and support to effectively cater to the unique needs of special needs students. 3) Societal attitudes and perceptions about individuals with special needs can create barriers to their participation in TVET programs. Stigma and discrimination may impact self-esteem and willingness to engage in vocational training. 4) Financial constraints and limited resources impact the availability of specialized support, assistive technology, and necessary accommodations for special needs students. 5) Transitioning from school to work presents additional challenges for special needs students, with limited job opportunities and employer reluctance to hire individuals with disabilities. | 1) Develop and implement policies that promote inclusivity in TVET programs. 2) Invest in professional development programs for TVET educators to improve their understanding of disability and equip them with inclusive teaching practices. 3) Ensure TVET institutions have adequate infrastructure and facilities, 4) Address societal attitudes and perceptions surrounding people with disabilities. 5) Increase funding for inclusive education programs to support the costs of specialized help, assistive technology, and necessary accommodations 6) Implement individualized education plans and personalized support systems 7) Foster collaboration between employers, educational institutions, and the government 8) Establish effective communication channels and teamwork between professionals, parents, and students with disabilities |
Munyaradzi et al. (2023) | Qualitative approach | 1) Students with disabilities are enrolling in South African post-secondary education, including TVET, in increasing numbers. 2) TVET colleges in South Africa provide academic and non-academic support services to students, including those with disabilities 3) Astin's student involvement theory highlights the importance of student engagement in college activities for academic success, emphasizing the need for comprehensive support systems that cater to diverse student needs, including those of students with disabilities. | 1) Students with disabilities in TVET colleges face various challenges, including navigating the campus, inadequate infrastructure, marginalization, and discrimination. 2) Students with disabilities, particularly those with learning disabilities, may struggle academically compared to their non-disabled peers. | 1) Disability-Specific Policies: TVET colleges should create and implement inclusive disability policies with input from stakeholders like DHET, students, and disability groups to ensure equal learning opportunities. 2) Disability Units: Establish dedicated disability units staffed with trained professionals to provide support and advocacy for students with disabilities. 3) Infrastructure Improvement:-Improve facilities to ensure accessibility, including accessible buildings, resources, and assistive technologies for full participation. 4) Professional Development: Provide training for staff to enhance their understanding of disability issues and equip them with inclusive teaching and support skills. 5) Awareness & Advocacy: Promote awareness and challenge negative perceptions of disability to encourage students to seek support and disclose their needs. |
Ahmed, F. (2023). | Qualitative approach | 1) The study reveals a significant need for improved support structures and resources for students with hearing impairment (HI) within Pakistan's Technical and Vocational Education and Training (TVET) institutions. 2) The research highlights the lack of awareness and understanding of inclusive education practices amongst key stakeholders, including teachers, administrators, and even parents. It recognizes the potential of inclusive education to empower students with HI but identifies a disconnect between policy pronouncements and on-the-ground realities. | 1) Negative Attitudes: Prevailing mindsets and policies within private TVET institutions are often resistant to accommodating the needs of students with disabilities, creating barriers to admission and support. 2) Lack of Training and Resources: Insufficient training for TVET teachers on inclusive education practices and strategies for supporting students with HI leads to inadequate instructional approaches and assessment methods. 3) Limited Parental Involvement: Parents of students with HI face anxieties and concerns stemming from a lack of resources, fear of stigmatization and bullying, and the use of standardized teaching methods that may not be suitable for their children. 4) Inadequate Infrastructure: Many TVET institutions lack the necessary infrastructure, such as accessible facilities and assistive technologies, to effectively support students with HI. This absence of a conducive learning environment limits opportunities for these students to participate fully in training programs. | 1) Counseling and Awareness-Raising: Establishing robust counseling services within TVET institutions to address the academic, psychological, and social-emotional needs of students with HI. 2) Shifting Attitudes: Fostering a culture of inclusivity within TVET institutions by providing comprehensive training programs for teachers and staff. These programs should focus on developing inclusive teaching methodologies, adapting curricula to accommodate diverse learning styles, and promoting sensitivity towards the unique needs of students with HI. 3) Enhanced Teacher Training: Equipping TVET teachers with specialized knowledge and skills to effectively support students with HI. Strengthening Parental Partnerships: Actively engaging parents of students with HI by providing them with information, resources, and opportunities for collaboration. 4) Establishing regular communication channels and support groups can empower parents and address their concerns, fostering a collaborative approach to student success. 5) Improving Infrastructure: Prioritizing the development of accessible infrastructure within TVET institutions, including wheelchair accessibility, safe learning environments, and the provision of necessary assistive technologies. |
Mosalagae, M., & Bekker, T. L. (2021). | Qualitative approach | 1) Students with mild intellectual disabilities experience both inclusionary and exclusionary practices in Botswana's TVET institutions 2) The study found instances of social inclusion through interactions and friendships with peers, and epistemological access through modified resources and supportive teaching. 3) The study highlights the unique experiences of individual students, emphasizing that inclusive practices do not translate into uniform positive outcomes for all students. | 1) Social Marginalization: Students reported restrictions on their interactions with non-disabled students, experiencing bullying and a sense of isolation within the college environment. 2) Epistemological Exclusion: Several factors contribute to this challenge, including lecturers' lack of pedagogical responsiveness to students' needs, the use of punishment as a teaching method, and instances of silent exclusion, where students are physically present but not adequately supported to access knowledge. 3) Labeling and Negative Stereotyping: The use of labels like "special needs" reinforces negative stereotypes and perceptions of incompetence, contributing to discrimination and impacting students' self-esteem. 4) Policy-Practice Gap: The study underscores the discrepancy between Botswana's inclusive education policy and its actual implementation within TVET institutions, revealing limitations in translating policy ideals into inclusive practices. | 1) Bridging the Policy-Practice Divide: The authors recommend establishing a continuous dialogue between policymakers and those responsible for implementing inclusive education within TVET institutions. This collaboration aims to create a shared understanding of inclusive principles and operationalize them effectively. 2) Cultivating Institutional Culture Shifts: The study advocates for moving away from deficit-based perspectives and embracing a more empowering approach that recognizes the agency and capabilities of students with disabilities. Strategies include ongoing evaluation of inclusive practices, fostering a culture of responsiveness to individual student needs, and challenging negative attitudes and stereotypes through training and awareness programs for both staff and students. 3) Prioritizing Human Development: TVET institutions are encouraged to adopt a human development approach that prioritizes the well-being and agency of all students. This involves creating environments that support students' emotional well-being, promote self-determination, and provide opportunities for active participation in their education and the broader community. |
Amaso et al., (2020) | Qualitative approach | 1) TVET programs can enhance employment opportunities for people with disabilities. 2) TVET equips people with disabilities with knowledge, skills, and attitudes for participation in work and life. 3) TVET can bridge the gap between school and work for people with disabilities. | 1) Implementing TVET programs for people with disabilities is challenging, due to negative employer attitudes, a lack of special technical instructors and colleges, and high TVET training fees. 2) Discrimination against people with disabilities in the workplace limits employment opportunities. 3) Lack of government funding for TVET programs limits resources, facilities, and qualified instructors. 4) Lack of family support hinders physically challenged individuals pursuing TVET education. 5) Physically challenged individuals have difficulty accessing assistive devices. | 1) Build more TVET special schools and training centers to train people with disabilities. 2) Make TVET programs compulsory for all people with disabilities to reduce unemployment and begging. 3) Increase employment opportunities for people with disabilities by the government and NGOs. 4) Promote inclusive education and equal opportunity and treatment for all, including people with disabilities. |
Ebuenyi et al., (2020) | Qualitative approach | 1) In both East Africa and Botswana, there is a growing recognition of the need to provide access to Technical and Vocational Education and Training (TVET) programs for students with disabilities, including those with mental and intellectual disabilities. 2) This is evident in the increasing enrollment of students with disabilities in TVET colleges in South Africa and the formal access granted to students with mild intellectual disabilities in Botswana. | 1) Despite the progress made in formal access, significant challenges remain. 2) In East Africa, students with mental and intellectual disabilities are largely excluded from TVET programs due to negative societal attitudes and beliefs about their capabilities. 3) In Botswana, students with mild intellectual disabilities experience social and epistemological exclusion, hindering their full participation and success in TVET programs. | 1) Developing and implementing comprehensive disability policies that promote inclusivity and address specific barriers. 2) Investing in professional development for TVET staff to enhance their understanding of disability and equip them with inclusive teaching practices. 3) Creating more flexible and adaptive curricula that cater to the diverse needs of students with disabilities. 4) Establishing specialized disability units within TVET institutions to provide targeted support and advocacy for students with disabilities |
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APA Style
Jobir, T. M. (2024). The Implementation of Inclusive Education in TVET Institutions: A Systematic Review. International Journal of Vocational Education and Training Research, 10(2), 70-78. https://doi.org/10.11648/j.ijvetr.20241002.15
ACS Style
Jobir, T. M. The Implementation of Inclusive Education in TVET Institutions: A Systematic Review. Int. J. Vocat. Educ. Train. Res. 2024, 10(2), 70-78. doi: 10.11648/j.ijvetr.20241002.15
AMA Style
Jobir TM. The Implementation of Inclusive Education in TVET Institutions: A Systematic Review. Int J Vocat Educ Train Res. 2024;10(2):70-78. doi: 10.11648/j.ijvetr.20241002.15
@article{10.11648/j.ijvetr.20241002.15, author = {Tesmamu Mirre Jobir}, title = {The Implementation of Inclusive Education in TVET Institutions: A Systematic Review }, journal = {International Journal of Vocational Education and Training Research}, volume = {10}, number = {2}, pages = {70-78}, doi = {10.11648/j.ijvetr.20241002.15}, url = {https://doi.org/10.11648/j.ijvetr.20241002.15}, eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20241002.15}, abstract = {Inclusive education has emerged as a vital framework for ensuring equitable and quality education for all, as emphasized in global goals such as the United Nations Sustainable Development Goal 4 (SDG 4). In Technical and Vocational Education and Training (TVET) institutions, which play a crucial role in equipping learners with employable skills, implementing inclusive education presents unique challenges, especially for students with disabilities. This systematic review synthesizes research findings on inclusive education in TVET institutions, focusing on prevailing practices, challenges, and opportunities. The review analyzed six studies selected through a structured process based on inclusion criteria such as relevance to TVET inclusion, publication recency, and geographical diversity. The findings highlight both the potential and the barriers to implementing inclusive practices. Successful strategies include offering counseling services, accommodating diverse learning styles, and improving accessibility through inclusive curricula and infrastructure. However, persistent challenges such as insufficient funding, societal stigmatization, inaccessible facilities, and untrained staff continue to hinder progress. Key recommendations from the studies advocate for comprehensive reforms, including targeted teacher training, establishment of disability support units, inclusive policy implementation, and collaboration among stakeholders. Addressing societal attitudes and integrating students with disabilities into mainstream education rather than segregating them are emphasized as critical steps toward equity. The review concludes that while notable strides have been made in some regions, systemic reforms and enhanced resource allocation are required to achieve meaningful inclusivity in TVET institutions. }, year = {2024} }
TY - JOUR T1 - The Implementation of Inclusive Education in TVET Institutions: A Systematic Review AU - Tesmamu Mirre Jobir Y1 - 2024/12/25 PY - 2024 N1 - https://doi.org/10.11648/j.ijvetr.20241002.15 DO - 10.11648/j.ijvetr.20241002.15 T2 - International Journal of Vocational Education and Training Research JF - International Journal of Vocational Education and Training Research JO - International Journal of Vocational Education and Training Research SP - 70 EP - 78 PB - Science Publishing Group SN - 2469-8199 UR - https://doi.org/10.11648/j.ijvetr.20241002.15 AB - Inclusive education has emerged as a vital framework for ensuring equitable and quality education for all, as emphasized in global goals such as the United Nations Sustainable Development Goal 4 (SDG 4). In Technical and Vocational Education and Training (TVET) institutions, which play a crucial role in equipping learners with employable skills, implementing inclusive education presents unique challenges, especially for students with disabilities. This systematic review synthesizes research findings on inclusive education in TVET institutions, focusing on prevailing practices, challenges, and opportunities. The review analyzed six studies selected through a structured process based on inclusion criteria such as relevance to TVET inclusion, publication recency, and geographical diversity. The findings highlight both the potential and the barriers to implementing inclusive practices. Successful strategies include offering counseling services, accommodating diverse learning styles, and improving accessibility through inclusive curricula and infrastructure. However, persistent challenges such as insufficient funding, societal stigmatization, inaccessible facilities, and untrained staff continue to hinder progress. Key recommendations from the studies advocate for comprehensive reforms, including targeted teacher training, establishment of disability support units, inclusive policy implementation, and collaboration among stakeholders. Addressing societal attitudes and integrating students with disabilities into mainstream education rather than segregating them are emphasized as critical steps toward equity. The review concludes that while notable strides have been made in some regions, systemic reforms and enhanced resource allocation are required to achieve meaningful inclusivity in TVET institutions. VL - 10 IS - 2 ER -