Policy-practice gap in participation of students with disabilities in the education and training programme of Ethiopia: policy content analysis
Malle, A. Y., Pirttimaa, R., & Saloviita, T. (2015). Policy-practice gap in participation of students with disabilities in the education and training programme of Ethiopia: policy content analysis. Support for Learning, 30 (2), 121-133. doi:10.1111/1467-9604.12084
Published inSupport for Learning
© 2015 NASEN. This is a final draft version of an article whose final and definitive form has been published by Wiley. Published in this repository with the kind permission of the publisher.
This study explores the extent to which the issue of special educational and training needs for persons with disabilities is addressed in the education and training policy of Ethiopia, with a specific focus on technical and vocational education and training (TVET). Focus group discussions and interviews were used to assess the content of the policy and related strategic documents, as well as legal frameworks and implementation instruments, in terms of the principle of inclusion. A pair of focus group discussions involved 22 members of the management and governance of four networks and eight indigenous, disability-focused, non-governmental organisations. Moreover, 14 high-profile experts from the ministry were interviewed. Most participants agreed that the issue of disability was not addressed appropriately in issues of strategy and prioritisation. Six recommendations are presented for enhancing the inclusion of individuals with disabilities in education and vocational training.