Strategies for Promoting Inclusive Education in the General Education and Training Phase in Rural Schools, the Case of a Grade 9 Economic Management Sciences Classroom in Limpopo Province – South Africa
Khutso Pitso Mankgele 
Issue: Vol.5 No.16 Issue Article 39 pp.3180-3192
DOI: https://doi.org/10.38159/ehass.202451639 | Published online 24th December, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This study explored strategies for promoting inclusive education in Grade 9 economic management sciences (EMS) classrooms in rural schools within Limpopo Province, South Africa, using a qualitative, case study approach. Data from semi-structured interviews and focus group discussions with 20 participants, including EMS teachers, departmental heads, and principals, revealed five key themes: Differentiated instruction and teaching adaptation, teacher training and professional development, collaboration and support structures, challenges in resource availability, and leadership and administrative support for inclusion. The study highlights that despite the significant challenges rural schools face, there are actionable strategies, such as enhanced professional development, differentiated instruction, and increased collaboration, that can promote inclusivity in EMS classrooms. These findings provide valuable insights for educators and policymakers aiming to advance inclusive education in economically disadvantaged areas.
Keywords: Inclusive Education, Differentiated Instruction, Economic Management Sciences (EMS), Social Constructivism, Rural Schools
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Mankgele Khutso is a lecturer of Business management education in the Department of Social Science Education and Economic Management Education in the School of Education in the Faculty of Humanities, University of Limpopo. He holds a Master of Commerce in Business Management, a Post Graduate Certificate in Education in Business Studies and Economics, and an Honours degree in Business Management. He also holds a certificate in Strategic Implementation of ICT Integration in Education from the University of Witwatersrand. Mankgele is an Editorial Board Member of the Journal of Entrepreneurship Education. Mankgele has published more than 10 journal research articles in internationally accredited journals. His research interests are Leadership, Entrepreneurship, Sustainability, and Strategy.
Mankgele, Khutso Pitso. “Strategies for Promoting Inclusive Education in the General Education and Training Phase in Rural Schools, the Case of a Grade 9 Economic Management Sciences Classroom in Limpopo Province – South Africa,” E-Journal of Humanities, Arts and Social Sciences 5, no.16 (2024): 3180-3192. https://doi.org/10.38159/ehass.202451639
© 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/).
