IDEAS home Printed from https://ideas.repec.org/a/bcp/journl/v10y2026i3p5646-5652.html

Inclusivity in Primary School: A Case of Primary Schools in Goromonzi District of Zimbabwe

Author

Listed:
  • Ottiliah Jim

    (Faculty of Education, Midlands State University)

  • Wellington Samkange

    (Faculty of Education, Midlands State University)

Abstract

Education inclusiveness is a global imperative, which aims to ensure that all learners, irrespective of their diverse needs, abilities, or backgrounds, are taken care of within the mainstream education system. The global concern for inclusive education is expressed in the goal and targets of the 2030 agenda for sustainable development goal number four, which states that governments must ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (UN, 2015). The targets aim at addressing issues of gender, access, quality, skills development, affordability, facilities, and the supply of qualified personnel. In Zimbabwe, the inclusive education policy was formalized through various legal instruments, including the Education Act, 2016. Despite the existence of policy frameworks, the implementation of inclusive education in rural schools faces systemic challenges. The paper uses mixed methods research. A total of one hundred participants responded to questionnaires and interviews. The participants were from ten purposively selected primary schools in Goromonzi district. School heads from the selected primary schools automatically became respondents, and teachers and parents were selected through random sampling. The paper analyzes the gap between the national policy of inclusive education and implementation practices in Goromonzi District of Zimbabwe. Drawing from Disability Studies in Education and the Socio-Ecological Model, the paper argues that true inclusivity remains a pipedream due to inadequate teacher training, a lack of specialized resources, structural barriers in infrastructure, and insufficient allocation of the national education budget toward specific learning needs. Lack of access and the requirement for parents to pay fees and levies still function as hinderances to education inclusivity. The paper proposes a multilevel intervention framework which focuses on capacity building for resource teachers, community sensitization, and equitable distribution of assistive technologies. Recommendations are centered on policy enforcement and resource mobilization to transform inclusive education from a mere policy declaration to an actionable and sustainable reality.

Suggested Citation

  • Ottiliah Jim & Wellington Samkange, 2026. "Inclusivity in Primary School: A Case of Primary Schools in Goromonzi District of Zimbabwe," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 10(3), pages 5646-5652, March.
    • Handle: RePEc:bcp:journl:v:10:y:2026:i:3:p:5646-5652
    as

    Download full text from publisher

    File URL: https://rsisinternational.org/journals/ijriss/uploads/vol10-iss3-pg5646-5652-202604_pdf.pdf
    Download Restriction: no
    File URL: https://rsisinternational.org/journals/ijriss/view/inclusivity-in-primary-school-a-case-of-primary-schools-in-goromonzi-district-of-zimbabwe/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Paulina Schiappacasse & Bernhard Müller & Le Thuy Linh, 2019. "Towards Responsible Aggregate Mining in Vietnam," Resources, MDPI, vol. 8(3), pages 1-15, August.
    2. Pina Puntillo, 2023. "Circular economy business models: Towards achieving sustainable development goals in the waste management sector—Empirical evidence and theoretical implications," Corporate Social Responsibility and Environmental Management, John Wiley & Sons, vol. 30(2), pages 941-954, March.
    3. Mariana Chudnovsky & Diana Martínez Medina & Agustín Filippo, 2026. "Parity in Public Administration as a Moving Target: The Role of Women Policy Agencies in Mexico," Public Administration & Development, Blackwell Publishing, vol. 46(1), pages 60-76, February.
    4. Schlör, Holger & Venghaus, Sandra & Hake, Jürgen-Friedrich, 2018. "The FEW-Nexus city index – Measuring urban resilience," Applied Energy, Elsevier, vol. 210(C), pages 382-392.
    5. Jean-Louis Combes & Alexandru Minea & Pegdéwendé Nestor Sawadogo, 2019. "Assessing the effects of combating illicit financial flows on domestic tax revenue mobilization in developing countries," CERDI Working papers halshs-02019073, HAL.
    6. Samed Yasin Öztürk & Gonca Yangın Ekşi, 2025. "Fostering Intercultural Competence through Telecollaboration on SDGs: A Multinational Study With Student Teachers," SAGE Open, , vol. 15(4), pages 21582440251, November.
    7. Nelson, Ewan & Warren, Peter, 2020. "UK transport decoupling: On track for clean growth in transport?," Transport Policy, Elsevier, vol. 90(C), pages 39-51.
    8. Ibrahim Ari & Muammer Koc, 2018. "Sustainable Financing for Sustainable Development: Understanding the Interrelations between Public Investment and Sovereign Debt," Sustainability, MDPI, vol. 10(11), pages 1-25, October.
    9. R. Ebrahimi & S. Choobchian & H. Farhadian & I. Goli & E. Farmandeh & H. Azadi, 2022. "Investigating the effect of vocational education and training on rural women’s empowerment," Humanities and Social Sciences Communications, Palgrave Macmillan, vol. 9(1), pages 1-11, December.
    10. Lampros Lamprinidis, 2025. "Socially Responsible Public Procurement and the Social Economy: European and Global Institutional Approaches," Journal of Public Policy and Administration, IPRJB, vol. 10(1), pages 46-62.
    11. Benjamin Nölting & Bettina König & Anne B. Zimmermann & Antonietta Di Giulio & Martina Schäfer & Flurina Schneider, 2022. "Dealing with the COVID-19 pandemic: an opportunity to reflect on sustainability research," Sustainability Nexus Forum, Springer, vol. 30(1), pages 11-27, December.
    12. Nakakawa, Frances & Mugisha, Johnny & Kaaya, Archileo N. & Tumwesigye, Nazarius M. & Hennessey, Martina, 2024. "Nutrition education effects on food and nutrition security for women living with HIV/AIDS in Uganda," Food Policy, Elsevier, vol. 128(C).
    13. Rashmi Jaipal, 2017. "Psychology at the Crossroads," Psychology and Developing Societies, , vol. 29(2), pages 125-159, September.
    14. Bárbara Galleli & Elder Semprebon & Joyce Aparecida Ramos dos Santos & Noah Emanuel Brito Teles & Mateus Santos de Freitas-Martins & Raquel Teodoro da Silva Onevetch, 2021. "Institutional Pressures, Sustainable Development Goals and COVID-19: How Are Organisations Engaging?," Sustainability, MDPI, vol. 13(21), pages 1-21, November.
    15. Anna Napiórkowska & Piotr Zaborek & Marzanna Katarzyna Witek-Hajduk & Anna Grudecka, 2025. "Individual Cultural Values and Charitable Crowdfunding: Driving Social Sustainability Through Consumer Engagement," Sustainability, MDPI, vol. 17(11), pages 1-26, June.
    16. Oleksandr Melnychenko, 2025. "Artificial Intelligence in Regulating Production Volumes for Sustainable Development: Qualitative and Quantitative Aspects," Virtual Economics, The London Academy of Science and Business, vol. 8(1), pages 40-57, March.
    17. Sagarika Dey & Priyanka Devi, 2019. "Impact of TVET on Labour Market Outcomes and Women’s Empowerment in Rural Areas: A Case Study from Cachar District, Assam," Indian Journal of Human Development, , vol. 13(3), pages 357-371, December.
    18. Rostami-Tabar, Bahman & Ali, Mohammad M. & Hong, Tao & Hyndman, Rob J. & Porter, Michael D. & Syntetos, Aris, 2022. "Forecasting for social good," International Journal of Forecasting, Elsevier, vol. 38(3), pages 1245-1257.
    19. Maria Sassi, 2020. "A SEM Approach to the Direct and Indirect Links between WaSH Services and Access to Food in Countries in Protracted Crises: The Case of Western Bahr-el-Ghazal State, South Sudan," Sustainability, MDPI, vol. 12(22), pages 1-13, November.
    20. Seebacher, Moritz, 2023. "Pathways to progress: The complementarity of bicycles and road infrastructure for girls’ education," Economics of Education Review, Elsevier, vol. 97(C).

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:bcp:journl:v:10:y:2026:i:3:p:5646-5652. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Dr. Pawan Verma (email available below). General contact details of provider: https://rsisinternational.org/journals/ijriss/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.