Prospects of Implementing Inclusive Education in TVET Colleges in OR Tambo Inland District, South Africa
Thanduxolo Albert Nomtshongwana 
& Andrea Mqondiso Buka
Issue: Vol.5 No.14 Issue Article 1 pp.2452 -2463
DOI: https://doi.org/10.38159/ehass.20245141 | Published online 28th November, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Inclusive education in South Africa was one of the first steps taken to fight for equality and human rights after apartheid. With inclusive education, schools became less separated and more integrated, to make sure all kids, including those with disabilities, have the same opportunities to learn. This paper explored the prospects of implementing inclusive education within Technical and Vocational Education and Training (TVET) colleges in the OR Tambo Inland District of South Africa. This paper used a qualitative approach, where interviews were used to collect data from five managers of TVET colleges. The field data found that a few problems stopped inclusive education from being implemented in the five TVET colleges. The lack of infrastructure was the main challenge for implementing inclusive education in the TVET colleges. It is recommended that investments should be made in both the physical infrastructure and the human infrastructure to ensure that people with disabilities have access to quality education and training. This should include providing access to assistive technology and other forms of support and resources to ensure people with a disability have the necessary skills and knowledge to pursue their chosen career paths. Finally, it is important to create an inclusive environment that supports people with disabilities. This study adds to the growing literature on enforcing inclusive education particularly those with disabilities, in vocational education settings.
Keywords – Inclusive Education, Disability, Social Constructivism, Barriers To Learning, Barriers
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Thanduxolo Nomtshongwana is a part-time lecturer at the Walter Sisulu University, Mthatha, Eastern Cape, South Africa. He is also a full-time professional teacher in the Department of Basic Education, Eastern Cape, South Africa. His research focuses on education leadership and management, and teachers’ stress, especially in psych education research including inclusive education.
Andrea Mqondiso Buka is currently a Senior Lecturer at the Faculty of Education in the continuing professional teacher development at Walter Sisulu University, Mthatha, Eastern Cape, South Africa. His research focuses on inclusive education and educational management and policy, especially psycho-pedagogical research.
Nomtshongwana, Thanduxolo Albert & Andrea Mqondiso Buka. “Prospects of Implementing Inclusive Education in TVET Colleges in OR Tambo Inland District, South Africa,” E-Journal of Humanities, Arts and Social Sciences 5, no.13 (2024): 2452 -2463. https://doi.org/10.38159/ehass.20245141
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
