The Implementation of Inclusive Education in TVET Institutions: A Systematic Review

Tesmamu Mirre Jobir

doi:doi:10.11648/j.ijvetr.20241002.15

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The Implementation of Inclusive Education in TVET Institutions: A Systematic Review

Tesmamu Mirre Jobir^*

Published in International Journal of Vocational Education and Training Research (Volume 10, Issue 2)

Received: 25 November 2024 Accepted: 7 December 2024 Published: 25 December 2024

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Abstract

Inclusive education has emerged as a vital framework for ensuring equitable and quality education for all, as emphasized in global goals such as the United Nations Sustainable Development Goal 4 (SDG 4). In Technical and Vocational Education and Training (TVET) institutions, which play a crucial role in equipping learners with employable skills, implementing inclusive education presents unique challenges, especially for students with disabilities. This systematic review synthesizes research findings on inclusive education in TVET institutions, focusing on prevailing practices, challenges, and opportunities. The review analyzed six studies selected through a structured process based on inclusion criteria such as relevance to TVET inclusion, publication recency, and geographical diversity. The findings highlight both the potential and the barriers to implementing inclusive practices. Successful strategies include offering counseling services, accommodating diverse learning styles, and improving accessibility through inclusive curricula and infrastructure. However, persistent challenges such as insufficient funding, societal stigmatization, inaccessible facilities, and untrained staff continue to hinder progress. Key recommendations from the studies advocate for comprehensive reforms, including targeted teacher training, establishment of disability support units, inclusive policy implementation, and collaboration among stakeholders. Addressing societal attitudes and integrating students with disabilities into mainstream education rather than segregating them are emphasized as critical steps toward equity. The review concludes that while notable strides have been made in some regions, systemic reforms and enhanced resource allocation are required to achieve meaningful inclusivity in TVET institutions.

Published in	International Journal of Vocational Education and Training Research (Volume 10, Issue 2)
DOI	10.11648/j.ijvetr.20241002.15
Page(s)	70-78
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Inclusive Education, TVET Institutions, Students with Disabilities, Accessibility, Challenges, Opportunities, Policy Implementation

References

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[2]	Ahmed, F. (2023). Creating Inclusive Tvet Institutions For Hearing Impaired Students : Insights And Recommendations. 5(2), 1191–1199.
[3]	Amaso, T. F., Okwelle, P. C., & Tambari, M. (2020). Productive Participation of the Physically Challenged through Technical Vocational Education Training Programmes in Rivers State. 33(7), 44–54. https://doi.org/10.9734/JESBS/2020/v33i730243
[4]	Ang Chooi Hwa, M., & Tien Hong, L. (2022). Making Tvet Inclusive for Persons With Disabilities in Malaysia. International Journal of Education and Pedagogy (IJEAP), 4(3), 282–290.
[5]	Chinengundu, T., Africa, S., & Hondonga, J. (2024). Inclusive education practices in TVET institutions in Botswana, South Africa and Thailand : A systematic review. 23, 1–23.
[6]	Ebuenyi, I. D., Rottenburg, E. S., Bunders-aelen, J. F. G., Regeer, B. J., Ebuenyi, I. D., Rottenburg, E. S., & Bunders-aelen, J. F. G. (2020). Challenges of inclusion : a qualitative study exploring barriers and pathways to inclusion of persons with mental disabilities in technical and vocational education and training programmes in East Africa. Disability and Rehabilitation, 42(4), 536–544. https://doi.org/10.1080/09638288.2018.1503729
[7]	ILO. (2017). Making TVET and Skills Systems Inclusive of Persons with Disabilities. Employment Policy Brief, September. http://www.skillsforemployment.
[8]	Malle, A. Y. (2016). Inclusiveness in the Vocational Education Policy and Legal Frameworks of Kenya and Tanzania. 5(4), 53–62. https://doi.org/10.5539/jel.v5n4p53
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[10]	Mosalagae, M., & Bekker, T. L. (2021). Education of students with intellectual disabilities at Technical Vocational Education and Training institutions in Botswana: Inclusion or exclusion? African Journal of Disability, 10, a790. https://doi.org/10.4102/ajod.v10i0.790
[11]	Munyaradzi, M., Arko-achemfuor, A., & Quan-baffour, K. (2023). An Exploration of Comprehensive Student Support Systems in Technical Vocational Education and Training Colleges for Students with Disability An Exploration of Comprehensive Student Support Systems in Technical Vocational Education and Training Colleges for Students. Community College Journal of Research and Practice, 47(2), 106–122. https://doi.org/10.1080/10668926.2021.1952914
[12]	Pirzada, G. (2024). Inclusive Education in TVET : Exploring Vocational Educators ’ Perspectives on Policies, Structures, Systems, and Practices. April.
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APA Style

Jobir, T. M. (2024). The Implementation of Inclusive Education in TVET Institutions: A Systematic Review. International Journal of Vocational Education and Training Research, 10(2), 70-78. https://doi.org/10.11648/j.ijvetr.20241002.15

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ACS Style

Jobir, T. M. The Implementation of Inclusive Education in TVET Institutions: A Systematic Review. Int. J. Vocat. Educ. Train. Res. 2024, 10(2), 70-78. doi: 10.11648/j.ijvetr.20241002.15

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AMA Style

Jobir TM. The Implementation of Inclusive Education in TVET Institutions: A Systematic Review. Int J Vocat Educ Train Res. 2024;10(2):70-78. doi: 10.11648/j.ijvetr.20241002.15

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@article{10.11648/j.ijvetr.20241002.15,
  author = {Tesmamu Mirre Jobir},
  title = {The Implementation of Inclusive Education in TVET Institutions: A Systematic Review
},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {10},
  number = {2},
  pages = {70-78},
  doi = {10.11648/j.ijvetr.20241002.15},
  url = {https://doi.org/10.11648/j.ijvetr.20241002.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20241002.15},
  abstract = {Inclusive education has emerged as a vital framework for ensuring equitable and quality education for all, as emphasized in global goals such as the United Nations Sustainable Development Goal 4 (SDG 4). In Technical and Vocational Education and Training (TVET) institutions, which play a crucial role in equipping learners with employable skills, implementing inclusive education presents unique challenges, especially for students with disabilities. This systematic review synthesizes research findings on inclusive education in TVET institutions, focusing on prevailing practices, challenges, and opportunities. The review analyzed six studies selected through a structured process based on inclusion criteria such as relevance to TVET inclusion, publication recency, and geographical diversity. The findings highlight both the potential and the barriers to implementing inclusive practices. Successful strategies include offering counseling services, accommodating diverse learning styles, and improving accessibility through inclusive curricula and infrastructure. However, persistent challenges such as insufficient funding, societal stigmatization, inaccessible facilities, and untrained staff continue to hinder progress. Key recommendations from the studies advocate for comprehensive reforms, including targeted teacher training, establishment of disability support units, inclusive policy implementation, and collaboration among stakeholders. Addressing societal attitudes and integrating students with disabilities into mainstream education rather than segregating them are emphasized as critical steps toward equity. The review concludes that while notable strides have been made in some regions, systemic reforms and enhanced resource allocation are required to achieve meaningful inclusivity in TVET institutions.
},
 year = {2024}
}

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TY  - JOUR
T1  - The Implementation of Inclusive Education in TVET Institutions: A Systematic Review

AU  - Tesmamu Mirre Jobir
Y1  - 2024/12/25
PY  - 2024
N1  - https://doi.org/10.11648/j.ijvetr.20241002.15
DO  - 10.11648/j.ijvetr.20241002.15
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 70
EP  - 78
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20241002.15
AB  - Inclusive education has emerged as a vital framework for ensuring equitable and quality education for all, as emphasized in global goals such as the United Nations Sustainable Development Goal 4 (SDG 4). In Technical and Vocational Education and Training (TVET) institutions, which play a crucial role in equipping learners with employable skills, implementing inclusive education presents unique challenges, especially for students with disabilities. This systematic review synthesizes research findings on inclusive education in TVET institutions, focusing on prevailing practices, challenges, and opportunities. The review analyzed six studies selected through a structured process based on inclusion criteria such as relevance to TVET inclusion, publication recency, and geographical diversity. The findings highlight both the potential and the barriers to implementing inclusive practices. Successful strategies include offering counseling services, accommodating diverse learning styles, and improving accessibility through inclusive curricula and infrastructure. However, persistent challenges such as insufficient funding, societal stigmatization, inaccessible facilities, and untrained staff continue to hinder progress. Key recommendations from the studies advocate for comprehensive reforms, including targeted teacher training, establishment of disability support units, inclusive policy implementation, and collaboration among stakeholders. Addressing societal attitudes and integrating students with disabilities into mainstream education rather than segregating them are emphasized as critical steps toward equity. The review concludes that while notable strides have been made in some regions, systemic reforms and enhanced resource allocation are required to achieve meaningful inclusivity in TVET institutions.

VL  - 10
IS  - 2
ER  -

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Author Information

Tesmamu Mirre Jobir

Department of Educational Planning and Management, College of Behavioral Science, Jimma University, Jimma, Ethiopia

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Plain Text BibTeX RIS

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Jobir, T. M. (2024). The Implementation of Inclusive Education in TVET Institutions: A Systematic Review. International Journal of Vocational Education and Training Research, 10(2), 70-78. https://doi.org/10.11648/j.ijvetr.20241002.15

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ACS Style

Jobir, T. M. The Implementation of Inclusive Education in TVET Institutions: A Systematic Review. Int. J. Vocat. Educ. Train. Res. 2024, 10(2), 70-78. doi: 10.11648/j.ijvetr.20241002.15

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AMA Style

Jobir TM. The Implementation of Inclusive Education in TVET Institutions: A Systematic Review. Int J Vocat Educ Train Res. 2024;10(2):70-78. doi: 10.11648/j.ijvetr.20241002.15

Copy | Download

@article{10.11648/j.ijvetr.20241002.15,
  author = {Tesmamu Mirre Jobir},
  title = {The Implementation of Inclusive Education in TVET Institutions: A Systematic Review
},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {10},
  number = {2},
  pages = {70-78},
  doi = {10.11648/j.ijvetr.20241002.15},
  url = {https://doi.org/10.11648/j.ijvetr.20241002.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20241002.15},
  abstract = {Inclusive education has emerged as a vital framework for ensuring equitable and quality education for all, as emphasized in global goals such as the United Nations Sustainable Development Goal 4 (SDG 4). In Technical and Vocational Education and Training (TVET) institutions, which play a crucial role in equipping learners with employable skills, implementing inclusive education presents unique challenges, especially for students with disabilities. This systematic review synthesizes research findings on inclusive education in TVET institutions, focusing on prevailing practices, challenges, and opportunities. The review analyzed six studies selected through a structured process based on inclusion criteria such as relevance to TVET inclusion, publication recency, and geographical diversity. The findings highlight both the potential and the barriers to implementing inclusive practices. Successful strategies include offering counseling services, accommodating diverse learning styles, and improving accessibility through inclusive curricula and infrastructure. However, persistent challenges such as insufficient funding, societal stigmatization, inaccessible facilities, and untrained staff continue to hinder progress. Key recommendations from the studies advocate for comprehensive reforms, including targeted teacher training, establishment of disability support units, inclusive policy implementation, and collaboration among stakeholders. Addressing societal attitudes and integrating students with disabilities into mainstream education rather than segregating them are emphasized as critical steps toward equity. The review concludes that while notable strides have been made in some regions, systemic reforms and enhanced resource allocation are required to achieve meaningful inclusivity in TVET institutions.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - The Implementation of Inclusive Education in TVET Institutions: A Systematic Review

AU  - Tesmamu Mirre Jobir
Y1  - 2024/12/25
PY  - 2024
N1  - https://doi.org/10.11648/j.ijvetr.20241002.15
DO  - 10.11648/j.ijvetr.20241002.15
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 70
EP  - 78
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20241002.15
AB  - Inclusive education has emerged as a vital framework for ensuring equitable and quality education for all, as emphasized in global goals such as the United Nations Sustainable Development Goal 4 (SDG 4). In Technical and Vocational Education and Training (TVET) institutions, which play a crucial role in equipping learners with employable skills, implementing inclusive education presents unique challenges, especially for students with disabilities. This systematic review synthesizes research findings on inclusive education in TVET institutions, focusing on prevailing practices, challenges, and opportunities. The review analyzed six studies selected through a structured process based on inclusion criteria such as relevance to TVET inclusion, publication recency, and geographical diversity. The findings highlight both the potential and the barriers to implementing inclusive practices. Successful strategies include offering counseling services, accommodating diverse learning styles, and improving accessibility through inclusive curricula and infrastructure. However, persistent challenges such as insufficient funding, societal stigmatization, inaccessible facilities, and untrained staff continue to hinder progress. Key recommendations from the studies advocate for comprehensive reforms, including targeted teacher training, establishment of disability support units, inclusive policy implementation, and collaboration among stakeholders. Addressing societal attitudes and integrating students with disabilities into mainstream education rather than segregating them are emphasized as critical steps toward equity. The review concludes that while notable strides have been made in some regions, systemic reforms and enhanced resource allocation are required to achieve meaningful inclusivity in TVET institutions.

VL  - 10
IS  - 2
ER  -

Copy | Download