A comparative Analysis of the Efficacy of Inclusive Education of two Harare Secondary Schools

Abstract

The strengthening of inclusive education in the Ministry of Primary and Secondary Education (MoPSE) in the early 1990s ignited hope that the needs of the various social groups were to be met, especially the elders, children, and disabled. This hope took a journey that was considerate of the plight of disadvantaged learners. Thus, this paper seeks to answer the question of the effectiveness of inclusive education in two secondary schools in Harare Metropolitan Province (Zimbabwe). The research study utilizes a qualitative approach, with data planned to be gathered using triangulation (interviews, questionnaires, and document analysis). Purposive sampling was used to select participants for the study. The social and socio-cultural learning theories guided the researchers toward getting answers to the concept being studied. Results show that inclusive education can be part of the school’s curriculum. It was recommended that inclusive education should get enough attention and support. The concerned ministry needs to monitor inclusive education properly .