INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8176
www.rsisinternational.org
Advancing Inclusive Education in Zambia: The Imperative for a
Directorate of Inclusive and Special Education within the Ministry of
Education
Dr. Moses Chisala
1
, Dr. Thomas Timothy Mtonga
2
, Prof. Daniel Ndhlovu
3
, Dr Joseph Mwape
Mandyata
3
.
1
Dr. Research Scholar, MOE-HQ-Directorate of Curriculum Development, Zambia.
2
Dr. Research Scholar, New York University Abu Dhabi Compass. USA/Zambia.
3
Prof. Research Scholar, University of Zambia, Zambia
3
Dr. Research Scholar, University of Zambia, Zambia.
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0613
Received: 10 October 2025; Accepted: 15 October 2025; Published: 08 November 2025
ABSTRACT
The establishment of Zambia's Directorate of Inclusive and Special Education within the Ministry of Education
represents a significant policy advancement towards achieving equitable and inclusive educational outcomes for
all learners. It employed qualitative approach to explore the establishment of the Directorate of Inclusive and
Special Education within Zambia's Ministry of Education. Drawing upon social justice theory and informed by
international mandates such as the Education for All (EFA) agenda, the United Nations Convention on the Rights
of Persons with Disabilities (UNCRPD), and Sustainable Development Goal 4 (SDG 4), the research utilized
data from policy documents, ministerial reports, and semi-structured interviews with key education stakeholders.
Findings indicate that the Directorate's formation directly addresses historical deficiencies in policy coherence,
resource distribution, teacher professional development, and monitoring frameworks, which previously impeded
effective inclusive education implementation. Its institutionalization significantly enhances coordination across
national, provincial, and district education tiers, thereby bolstering accountability and refining service delivery
for learners with diverse needs. With institutionalization offers a robust and sustainable framework for advancing
inclusivity, equity, and quality education across Zambia. Hence, the Ministry of Education should formally
establish a Directorate of Inclusive and Special Education with clear mandates and adequate resources.
Keywords: Inclusive education, special education, educational policy, administrative reform, equity, Zambia,
Ministry of Education, SDG 4.
INTRODUCTION
This document advocates for the establishment of a dedicated Directorate for Inclusive Education within
Zambia's Ministry of Education. It begins by outlining the current landscape of inclusive education in Zambia,
tracing the historical development of special education and inclusive education initiatives, and identifying
existing challenges. Subsequently, it presents a compelling case for a centralized body to effectively oversee and
enhance inclusive education efforts nationwide.
Inclusive education is recognized globally as a fundamental human right and a cornerstone of equitable and high-
quality education systems. Its core principle is to ensure that all learners, irrespective of their abilities or
backgrounds, receive equal access to quality educational opportunities. Despite notable progress in overall
education access, learners with disabilities and other special educational needs frequently encounter systemic
barriers that impede their full participation and academic achievement. In response to these disparities, numerous
countries have successfully addressed such gaps by establishing dedicated Directorates of Inclusive and Special
Education within their Ministries of Education. These directorates serve to coordinate policy development,
facilitate implementation, and monitor inclusive education practices comprehensively. The establishment of a
similar Directorate in Zambia would provide a structured mechanism for ensuring that inclusive education
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8177
www.rsisinternational.org
policies are not only effectively developed but also rigorously implemented and monitored across all educational
levels. This dedicated leadership is crucial for addressing prevailing challenges and decisively advancing the
inclusive education agenda. Such a reform would also offer a valuable model for other education systems seeking
to strengthen their inclusive frameworks.
Current education systems often lack centralized coordination for inclusive education initiatives. As a result:
• Policies may be inconsistently applied across regions and schools.
• Teacher training on inclusive practices remains fragmented.
• Data on learners with disabilities is limited or unreliable.
• Infrastructure often remains inaccessible.
These challenges hinder the attainment of Sustainable Development Goal 4 (SDG 4) on ensuring inclusive and
equitable quality education for all. Therefore, to strengthen inclusive education systems by establishing a
Directorate of Inclusive and Special Education under the Ministry of Education, responsible for policy
coordination, capacity building, early assessment, data management, and inclusive infrastructure development.
The Historical Background of The Education for Learners with Disabilities
The education of learners with disabilities in Zambia has undergone substantial transformation over the past
century, reflecting shifts in policy, governance, and societal attitudes. From 1905 to 1968, education for children
with disabilities was primarily delivered by missionaries, who operated under a charity model. This approach
focused largely on providing basic care and rudimentary education, reflecting a paternalistic perspective where
learners with disabilities were seen as dependents rather than as citizens entitled to equal educational
opportunities (Chikonde & Mwale, 2020; Kunda, 2015). During this period, access was extremely limited, and
educational provision varied greatly depending on the missionary organization and its resources.
In 1968, the Zambian government enacted the Handicapped Act, which shifted oversight of education for
learners with disabilities from missionary societies to the Zambia Council for the Handicapped (ZCH)
(Government of Zambia, 1968). This legislation marked the first attempt at formalizing state responsibility for
educational services for learners with disabilities. However, the administration remained somewhat fragmented,
with policy implementation dependent on the Council rather than being fully integrated into the national
education system. By 1971, the Zambian government consolidated education under the Ministry of Education,
bringing all schools, including those serving learners with disabilities, under direct government administration.
Consequently, the ZCH Act was amended in 1972, formally placing responsibility for special education within
the Ministry of Education (Government of Zambia, 1972). In the same year, an educational officer for the
education of learners with disabilities was appointed at the Ministry headquarters, signalling an early recognition
of the need for specialized oversight and coordination.
The 1980s saw further institutional development with the establishment of an inspectorate for special education
at the Ministry of Education headquarters. This inspectorate was responsible for monitoring the quality of
education and ensuring compliance with emerging national standards for learners with disabilities (Kalabula,
1991). Despite these measures, gaps remained in terms of strategic leadership and centralized coordination. In
1991, Kalabula authored a position paper advocating for the creation of a dedicated Directorate for the Education
of Children and Youths with Disabilities. The paper highlighted the need for a centralized body to oversee policy
formulation, teacher training, and resource allocation for special education (Kalabula, 1991). While the
government did not immediately establish a standalone directorate, it created a unit under the Directorate of
Teacher Education and Specialized Services, reflecting a compromise between the need for coordination and
limited administrative capacity.
Significant progress continued through partnerships and system restructuring. In 1997, Zambia, in collaboration
with Finland, conducted a comprehensive inclusive education promotion and sensitization program, which
encouraged the Ministry of Education to develop inspectorates for monitoring special and inclusive education at
district and provincial levels (Ministry of Education, 1997). This initiative aimed to expand awareness, promote
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8178
www.rsisinternational.org
inclusion, and standardize monitoring procedures across administrative levels. By 2003, the Ministry of
Education further institutionalized the system by appointing District Education Standards Officers for Special
Education, Provincial Senior Education Standards Officers, and a Principal Education Standards Officer for
Special Education at the national level (Ministry of Education, 2003). This hierarchical structure provided clearer
lines of responsibility and enabled better coordination and oversight of inclusive education policies and
programs, although the absence of a dedicated directorate at the national level continued to limit strategic
planning and resource allocation.
The evolution of education for learners with disabilities in Zambia reflects a gradual shift from a charity-based
model to a more structured, state-led system, integrating inclusive education principles within mainstream
education governance. Despite progress in policy, inspectorate systems, and administrative restructuring, the
lack of a dedicated Directorate for Inclusive and Special Education highlights persistent gaps in strategic
leadership, which continue to challenge the full realization of inclusive education in the country (Chikonde &
Mwale, 2020; UNESCO, 2020). The Ministry still refused to grant special/inclusive education a directorate.
THEORETICAL FRAMEWORK
Grounded in social justice theory and guided by international frameworks such as the Education for All (EFA)
agenda, the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), and Sustainable
Development Goal 4 (SDG 4), the study on Advancing Inclusive Education in Zambia: The Imperative for a
Directorate of Inclusive and Special Education within the Ministry of Education was anchored on the principles
of equality, human rights, and fairness in educational access and participation. Social justice theory provided the
lens through which the study examined structural inequalities and the marginalization of learners with disabilities
within Zambia’s education system. The EFA agenda emphasized the global commitment to ensuring quality
education for all learners regardless of ability, while the UNCRPD offered a rights-based framework mandating
inclusive education as a legal and moral obligation for state parties. Similarly, SDG 4 guided the study by
highlighting inclusive and equitable quality education as a cornerstone for sustainable national development.
Collectively, these frameworks shaped the study’s rationale, objectives, and recommendations by underscoring
the urgent need for a Directorate of Inclusive and Special Education to strengthen institutional coordination,
accountability, and policy implementation in advancing inclusive education in Zambia.
Methods and Materials
The study on Advancing Inclusive Education in Zambia: The Imperative for a Directorate of Inclusive and
Special Education within the Ministry of Education adopted a qualitative research design anchored in an
interpretivist paradigm, which emphasizes understanding participants’ experiences, perceptions, and contextual
realities. This approach was chosen to capture rich, in-depth insights into how education administrators,
policymakers, and practitioners perceive the existing structures and challenges in implementing inclusive
education. Purposive sampling was used to select key informants, including officials from the Ministry of
Education, provincial education officers, special education specialists, and inclusive school administrators. Data
were collected through semi-structured interviews and document analysis of relevant policies, reports, and
international frameworks. The data were analysed thematically, allowing for the identification of recurring
patterns and emerging themes related to institutional gaps, policy implementation, and governance structures.
This methodology was appropriate for exploring the complex administrative and policy dynamics influencing
inclusive education and for providing evidence-based recommendations on establishing a Directorate of
Inclusive and Special Education within the Ministry of Education.
FINDINGS & DISCUSSION
Current Landscape of Inclusive Education in Zambia
Zambia has made notable strides toward inclusive education, yet significant challenges remain in ensuring
equitable access for all learners. The country is home to an estimated 2.4 million persons with disabilities, of
which approximately one million are children and youths of school-going age (Zambia Agency for Persons with
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8179
www.rsisinternational.org
Disabilities [ZAPD], 2022). Despite this sizeable population, only about 150,000 children with disabilities are
actively engaged in formal education, leaving the majority excluded from the education system (UNICEF, 2021).
This low participation highlights persistent barriers that hinder the realization of inclusive education in practice.
Several interrelated factors contribute to this exclusion. Parental attitudes toward the education of children with
disabilities often reflect limited awareness and lingering stigma, which may discourage school attendance
(Chikonde & Mwale, 2020). School-related challenges—including long distances to accessible schools, negative
teacher and peer attitudes, inadequate infrastructure, and administrative inefficiencies further impede access and
participation (Ministry of Education, 2016). Moreover, the absence of a strong coordinating mechanism within
the Ministry of Education has constrained the effective implementation and monitoring of inclusive education
policies (UNESCO, 2020).
Nevertheless, Zambia has established a progressive legal and policy environment that supports inclusive
education. The country first embraced inclusive education within its national policy framework through
Educating Our Future (1996), which emphasized equality and participation for learners with special needs. This
commitment was later reinforced by the National Inclusive Education Policy Guidelines (2016), which provide
a comprehensive framework for mainstreaming inclusive practices in all schools (Ministry of General Education,
2016). Legislative instruments such as the Persons with Disabilities Act (2012) and the Education Act (2011)
further mandate equitable access to education and the provision of necessary support services for learners with
disabilities. On the international front, Zambia has demonstrated its commitment by ratifying the Convention on
the Rights of the Child (CRC) in 1991 and the Convention on the Rights of Persons with Disabilities (CRPD) in
2010, the latter of which was domesticated into national law in 2012 (United Nations, 2010; Government of
Zambia, 2012).
Despite these frameworks, progressive policies and legislation, there implementation gaps persist, highlighting
the need for a dedicated Directorate of Inclusive and Special Education under the Ministry of Education to
coordinate policy execution, strengthen monitoring systems, and ensure that every child regardless of ability
enjoys the right to quality, inclusive education. These is no intentionally or deliberate coordination mechanism
to ensure that inclusive education is a reality in the country.
Proposed Zambian Inclusive Education Model
Zambia's model of inclusive education is a work in progress, with significant strides being made through policy
reforms, teacher training, community involvement, and international partnerships. Continued focus on these
areas will be crucial in creating an education system that truly serves all learners, regardless of their abilities.
The description of a proposed Zambian Inclusive Education Model based on a phased approach, tailored to
Zambia’s context while inspired by the Rwandan model. The implementation of model is in two phases, ensuring
gradual integration and capacity building for both learners and teachers.
Phase 1: Early Childhood Education (ECE) to Grade 3
• Specialized Classes: Learners with disabilities (including hearing, visual, intellectual, and multiple
disabilities) will initially attend specialized classes. These classes will have teachers trained in sign
language, braille literacy, and specialized interventions.
• Curriculum Inclusion: Learners with disabilities will also be introduced to foundational skills in sign
language, braille literacy, and specialized interventions as part of their curriculum. This helps them
gradually develop self-reliance and communication skills.
• Teacher Training: Teachers will undergo training in inclusive education practices, emphasizing the use
of braille, sign language, and individualized interventions. This equips them to identify and support
diverse learning needs from the earliest years.
Phase 2: Grade 4 to Form 6
• Full Integration: Learners with disabilities will join mainstream classrooms alongside peers without
disabilities. This promotes social inclusion, collaboration, and mutual understanding.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8180
www.rsisinternational.org
• Peer Support: Learners without disabilities will be trained in sign language, braille literacy, and
specialized intervention skills, enabling them to actively support their peers with disabilities.
• Inclusive Teaching: Teachers will implement differentiated instruction, co-teaching, and universal
design for learning (UDL) strategies to ensure all learners can participate and succeed. Regular
monitoring and individualized support plans will guide interventions for learners with complex needs.
Key Features of the Zambian Model
1. Phased Integration: Gradual transition from specialized to inclusive classrooms ensures learners with
disabilities are adequately prepared and supported.
2. Capacity Building: Continuous professional development for teachers ensures sustainable inclusive
practices.
3. Peer Involvement: Engaging non-disabled learners fosters empathy, social skills, and collaborative
learning.
4. Specialized Support: Use of assistive technologies, AAC, braille, and sign language ensures meaningful
participation for learners with disabilities.
5. Alignment with National Policy: The model supports Zambia’s inclusive education goals under the
Education for All (EFA) agenda, UNCRPD, and SDG 4, ensuring equity and quality education for all.
The Zambian Inclusive Education Model, through its phased transition from specialized settings to fully
integrated community classrooms, establishes a clear pathway for systematic progress. This journey is critically
underpinned by robust teacher and peer support systems, ensuring that both educators are equipped and learners
are holistically supported at every stage of their inclusive educational experience.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8181
www.rsisinternational.org
The Case for a Directorate of Inclusion and Special Education
The Ministry of Education in Zambia is organized to manage a broad range of educational functions, including
policy formulation, curriculum development, teacher education, standards monitoring, and infrastructure
planning (Ministry of Education, 2020). At the national level, the Ministry is headed by the Minister of
Education, supported by Permanent Secretaries and Directors who oversee various portfolios such as General
Education, Teacher Education, Technical Education, and Specialised Services. Under this structure, specialized
areas, including inclusive and special education, are managed as units within broader directorates, rather than as
standalone entities (Ministry of Education, 2020). Currently, inclusive education falls under the Unit for Special
and Inclusive Education, which is situated within the Directorate of Curriculum Development (DCD),
Directorate of Teacher Education and Specialized Services (TESS) and Directorate of Standard, Evaluation and
Assessment (DSEA) at ministry of education Headquarters. Under the DCD in Zambia’s Ministry of Education,
the Special Education or Special Needs Education Unit (sometimes referred to as the Special Education Section)
is responsible for ensuring that the national curriculum is inclusive and responsive to the needs of learners with
disabilities and special educational needs. For TESS is responsible for coordinating policies, monitoring special
schools, and facilitating teacher training in special needs education. Under (DSEA) it provides oversight and
guidance on educational standards, evaluation, assessment, and quality assurance to promote equitable and
inclusive learning outcomes. At the provincial and district levels, inclusive education activities are supported by
Senior Education Standards Officers (SESOs) and District Education Standards Officers (DESOs) for Special
Education, who report to the national level (Ministry of Education, 2003). This structure, while functional,
reflects a limited institutional focus, as inclusive education is subsumed under broader teacher education and
specialized services, rather than having an autonomous voice within the Ministry’s leadership. The absence of a
dedicated Directorate of Inclusive and Special Education in Zambia's Ministry of Education severely limits
strategic leadership, accountability, and resource allocation, resulting in fragmented and inconsistent service
provision for learners with disabilities. The core issues stemming from this administrative gap include:
Hindered Policy Coordination and Strategic Direction: Without a single, authoritative directorate, the
government lacks a central body to harmonize inclusive education policies across different administrative levels.
This results in inconsistent implementation of initiatives and limited oversight of crucial resource distribution
(Chikonde & Mwale,2020; UNESCO,2020).
Fragmented Monitoring and Evaluation (M&E): While programs are monitored at district and provincial
levels (by DESOs and SESOs), reporting structures are diffuse and decentralized. This undermines the collection
of complete, national-level data (MOE,2003), making evidence-based planning difficult and hindering the
accurate tracking of progress toward inclusion goals.
Inadequate Advocacy and Visibility: Inclusive Education is often managed within a larger department (like
the Directorate of Teacher Education and Specialized Services), forcing it to compete with other priorities. This
dilutes advocacy efforts and significantly limits the profile and consideration of learners with disabilities in
national-level planning, budgeting, and policy discussions (Kalabula,1991).
Limited Resource Mobilization and Capacity Building: When managed under a broader mandate, key
activities like teacher training, curriculum adaptation, and provision of assistive devices receive a reduced and
diffused focus. Consequently, access to specialized resources, professional development, and infrastructure
support becomes uneven and inadequate across Zambia's provinces (Ministry of General Education,2016).
Weak Integration into Mainstream Planning: The absence of a dedicated directorate prevents inclusive
education from being fully and strategically embedded in national educational strategies and budgets. This leads
to ad hoc implementation, over-reliance on external partners (NGOs and development agencies) for program
support (UNICEF,2021), and a failure to make inclusion a core, systemic component of the education sector.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8182
www.rsisinternational.org
Structure diagram
The pursuit of equitable and quality education for all learners in Zambia, significant strides have been made in
expanding access to education, although the fragmented approach to inclusive education has hindered
comprehensive implementation, necessitating a more centralized and coordinated strategy (Kalabula, 1991).
Therefore, this paper obliges for the establishment of a dedicated Directorate of Inclusive and Special Education
within Zambia's Ministry of Education. The confirmation from interviews and documents analysis the Ministry
of Education should formally establish a Directorate of Inclusive and Special Education with clear mandates
and adequate resources. The directorate to have the following structure:
This structure delineates a robust hierarchy and functional specialization, ensuring effective policy development,
program implementation, and quality assurance for inclusive and special education across national, provincial,
Directorate of Inclusive
and Special Education
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8183
www.rsisinternational.org
and district levels. At Directorate of Inclusive and Special Education (National Level) the proposal are as
follows:
• Director of Inclusive and Special Education- Overall leadership and policy oversight. Provides
executive leadership and strategic policy oversight for the entire portfolio of inclusive and special
education services. Responsible for establishing the national vision, ensuring legal compliance,
managing inter-sectoral collaborations, and securing necessary resources to guarantee equitable
educational opportunities for all learners.
• Assistant Director (Policy, Planning, Community Engagement and Advocacy) Drives strategic
policy architecture, ensuring alignment with national legislation and international conventions (e.g.,
CRPD). Oversees strategic planning cycles. Manages high-level community engagement, awareness
campaigns, and parental empowerment initiatives. Cultivates and manages partnerships with Non-
Governmental Organizations (NGOs) and development partners to leverage external expertise and
funding.
• Assistant Director (Curriculum, Teacher Development, Monitoring, and Assessment) Provides
leadership in the pedagogical and programmatic dimensions of inclusion. Focuses on inclusive
curriculum design and adaptation. Directs teacher professional development and in-service training
programs. Oversees national assessment frameworks, data collection methodologies, and rigorous quality
assurance processes for all-inclusive education programs.
The Principal Education Officers drive the specialized functions supporting the Assistant Directorates, providing
expertise and operationalizing national strategies.
• Principal Education Officers (PEO) – Policy, Planning, and Advocacy: Leads the development,
rigorous review, and implementation of comprehensive inclusive education policies. Coordinates
national strategic frameworks and action plans. Serves as the primary advocate for the rights and full
inclusion of learners with disabilities. Engages critical stakeholders and communities to build consensus
and support for policy implementation.
• PEO-Curriculum, Assessment, and Teacher Development: Focuses on pedagogical innovation,
including the development and adaptation of national curricula and assessment tools to ensure universal
design for learning (UDL) principles are integrated. Oversees the implementation and quality of
Individualized Education Plans (IEPs). Coordinates and standardizes pre-service and in-service training
programs for educators, school administrators, and support personnel.
• PEO-Monitoring, Evaluation, and Research: Manages the national monitoring and evaluation (M&E)
framework for inclusive education programs at all levels. Directs the systematic collection and
sophisticated analysis of data on learner access, retention, progression, and learning outcomes.
Coordinates and promotes action research and the adoption of evidence-based and innovative approaches
in special and inclusive education.
The Senior Education Officers provide focused technical expertise and support across specific educational levels
and critical service areas.
• Senior Education Officers (SEOs)-Early Childhood Inclusive Education: Supports the development
and implementation of high-quality, inclusive programs for young children. Provides specialized training
to early childhood educators on inclusive pedagogical practices. Monitors access, screening, and
developmental outcomes for children with disabilities at the pre-primary level to ensure early
intervention.
• SEO-Primary Inclusive Education: Guides primary school teachers in the effective implementation of
inclusive classroom strategies. Monitors curriculum adaptation, resource accessibility, and barrier
removal. Provides technical assistance for the development and review of IEPs for primary-level learners.
• SEO-Secondary Inclusive Education: Assists secondary schools with curriculum differentiation and
adaptation for learners with special educational needs. Delivers specialized training on inclusive teaching
methodologies and transition planning. Monitors retention, transition rates (to higher
education/employment), and learning outcomes at the secondary level.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8184
www.rsisinternational.org
• SEO-Technical and Vocational Inclusive Education: Promotes physical and instructional accessibility
within TVET institutions. Ensures learners with disabilities receive specialized career guidance and
appropriate skills training. Fosters strategic partnerships for resource mobilization and technical support
to enhance TVET inclusion.
• SEO-Special Needs Support Services: Coordinates the provision of critical related services (e.g.,
speech-language, occupational, and physical therapy). Oversees counselling and psychological support
for learners and their families. Trains school staff on effective referral pathways and evidence-based
learner support strategies.
• SEO-Data, Monitoring, and Evaluation: Manages the systematic data collection, analysis, and
reporting pertaining to learners with disabilities. Monitors the fidelity of program implementation at the
district and provincial levels. Generates evidence-based reports to inform policy adjustments and
resource allocation.
Provincial Level-Provincial Senior Education Standards Officer (Inclusive Education): At the Provincial
Level, this officer provides regional coordination and quality assurance for all-inclusive education programs.
Serves as the primary link between national policy and district implementation, ensuring resource equity and
standardized practices across the province.
District Level-District Education Standards Officer (Inclusive Education): At the District Level, this officer
is the key operational implementer. Responsible for the direct implementation of policies, on-site monitoring of
school-level inclusion standards, providing direct support to schools, and systematic reporting on progress and
challenges to the provincial office.
Therefore, establishment of a dedicated Directorate of Inclusive and Special Education within a Ministry of
Education, such as in Zambia, holds profound significance for transforming an education system into one that is
truly equitable and inclusive. This institutionalization goes beyond mere policy statements, providing a concrete
framework for action and accountability. Its significance can be understood through several key dimensions:
Policy Development and Legal Frameworks: The Directorate would ensure the formulation and
implementation of comprehensive inclusive education policies, promoting the rights of learners with disabilities.
It would align national education laws and policies with international conventions such as the UN Convention
on the Rights of Persons with Disabilities (UNCRPD). For example, in South Africa, dedicated directorates have
successfully guided the implementation of inclusive education policies such as the National Inclusive Education
Policy (2016) and Education White Paper 6 (2001).
Providing Strategic Leadership and Governance: A Directorate would offer clear institutional leadership in
inclusive education by formulating inclusive education strategies, guidelines, and standards. It would act as the
central authority for interpreting, enforcing, and updating inclusive education policies. Having such leadership
helps avoid fragmented interventions and ensures national consistency.
Teacher Training and Professional Development: One of the largest gaps in inclusive education is the
shortage of trained professionals. The Directorate would be responsible for developing and overseeing in-service
and pre-service training programs tailored to inclusive education. It could also standardize curriculum for teacher
colleges and provide continuous professional development. A dedicated Directorate would strengthen teacher
capacity by integrating special needs and inclusive education modules into pre-service and in-service training.
It would collaborate with teacher training institutions to build competencies for managing diverse classrooms.
For Example, in Ghana and Uganda have achieved improved teacher preparedness through partnerships between
their directorates and universities
Early Identification and Assessment Services: The Directorate would coordinate early screening and
assessment of children with disabilities, ensuring timely interventions and proper placement. This would prevent
learning delays and support early learning outcomes. For example, in Botswana and Kenya have successfully
implemented national screening and assessment programs through their special education directorates.
Increased Enrolment and Access: The Directorate would drive the expansion of inclusive and resource
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8185
www.rsisinternational.org
schools, ensuring equal access to education for all learners. It would support inclusive school models that
encourage participation of learners with disabilities in mainstream education. In Namibia, inclusive education
initiatives led by directorates have improved enrolment and retention rates for learners with disabilities.
Collaboration and Multi-Sectoral Support: A Directorate would strengthen partnerships with NGOs, civil
society, and development agencies, mobilizing technical and financial support for inclusive programs. In Lesotho
and Malawi, directorates have worked with UNICEF, Sightsavers, and Save the Children to enhance inclusive
education interventions and provide assistive technologies. Currently, inclusive education efforts are often
scattered among various departments, NGOs, and donor agencies. A Directorate would streamline
communication and coordination among all stakeholders including the Ministry of Community Development,
ZANEC, teacher training colleges, and international development partners. This would maximize the impact of
available resources.
Resource Allocation and Budget Oversight: The Directorate would be able to lobby for and manage a
dedicated budget line for inclusive education, ensuring that schools are equipped with necessary assistive
technologies, accessible infrastructure, learning aids, and transportation where necessary. Centralized financial
oversight would also allow the government to track spending effectiveness and adjust based on data. After
creating the directorate will enhance the increase in budgetary provisions for inclusive education infrastructure
and training.
Infrastructure and Accessibility: The Directorate would promote inclusive school infrastructure, ensuring that
all learners can physically access learning spaces. It would provide guidelines for the construction of ramps,
resource rooms, and accessible sanitation facilities. In Namibia and South Africa have integrated inclusive design
standards through their directorates.
Curriculum and Assessment Reforms: The Directorate would lead the adaptation of curricula and assessments
to meet diverse learning needs. It would ensure the production of Braille, sign language, and simplified learning
materials. In Tanzania and South Africa have introduced differentiated assessments and learning materials for
learners with disabilities.
Data Collection and Monitoring Systems: The Directorate would establish robust data systems for tracking
the enrolment, retention, and performance of learners with disabilities. Integration of disability indicators into
the Education Management Information System (EMIS) would support evidence-based planning. In Uganda’s
Directorate of Special Needs Education has successfully expanded EMIS to include disability-disaggregated
data. To ensure that policies translate into practice, the Directorate would establish monitoring and evaluation
mechanisms, including inclusive education indicators in EMIS (Education Management Information System).
Annual progress reports could be used to inform improvements and guide policymaking.
Community Sensitization and Advocacy: A Directorate would spearhead awareness campaigns to combat
stigma and promote the inclusion of learners with disabilities in schools and communities. In Kenya have used
inclusive education campaigns to shift public attitudes toward acceptance and participation of learners with
special needs. Changing public perceptions is key. A dedicated Directorate can drive national advocacy
campaigns to reduce stigma, engage parents and communities, and promote a culture of acceptance and
participation for all learners, including those with disabilities.
CONCLUSION
The establishment of the Directorate of Inclusive and Special Education is a critical institutional reform,
providing a robust framework to address systemic barriers and advance equitable educational opportunities for
all learners in Zambia. Its structured approach to policy, curriculum, teacher development, and monitoring is
essential for coordinating efforts across all educational levels. Eventually, this Directorate institutionalizes a
commitment to inclusivity, requiring sustained support and engagement to effectively transform Zambia's
education system into one that truly serves every child. It would address existing challenges, coordinate efforts,
and ensure that all learners have equitable access to quality education. Launching such a Directorate aligns with
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8186
www.rsisinternational.org
Zambia’s constitutional and international obligations and demonstrates a true commitment to "Leaving No One
Behind."
RECOMMENDATIONS
• The Directorate must immediately implement comprehensive and ongoing capacity-building and
professional development programs for all education personnel, focusing on inclusive pedagogies and
assistive technologies, supported by continuous training and partnerships.
• The government must commit a dedicated, sufficient, and protected budget for the Directorate to cover
accessible infrastructure, specialized materials, support services, research, and staff remuneration, ensuring
sustainable inclusive education initiatives.
• The Directorate should actively foster robust multi-sectoral partnerships across government and with civil
society to ensure holistic support, early identification, integrated service delivery, and sustained
community advocacy for learners with disabilities.
Consent for participants
Informed consent was obtained from all participants in the research.
Conflict of Interest
The authors declare no conflict of interest, financial or otherwise.
About the Authors
Dr. Moses Chisala is a Consultant, Researcher, Reviewer and Curriculum Specialist in Special/Inclusive
Education. Found in Directorate of Curriculum Development at the Ministry of Education-HQ as Senior
Curriculum Special-Special Education. He holds a PhD in Education-Special Education, Master of Education
Degree in Special education, Bachelor of Education in Special Education with Civic Education from the
University of Zambia, in addition, a Certificate in Primary Education. His research interests include: Education
(Special/Inclusive), Child Protection, Curriculum for LSEND and ICT in Special/Inclusive Education
Dr. Thomas Mtonga, is a Special Research Fellow in the Doctor of Philosophy in Special Education degree
programme at the University of Zambia. He holds a Master of Education in Special Education of the University
of Zambia and Master of Arts in Human Rights from University of Leeds in United Kingdom. Further, he has a
Bachelor of Education in Special Education from university of Zambia and a Diploma in Education from Kwame
Nkrumah University in Zambia. He is currently a lecturer at New York University Abu Dhabi Compass. USA
and Part-time at the university of Zambia and is, visually impaired. He has worked as a secondary teacher of
English and Religious Education in Zambian secondary schools and serves as an advisor on a number of
international and national organizations dealing with persons living with disabilities. His research interests
include: Advocacy and sensitization on disability and Human rights; disability, poverty and education and
inclusive education methodologies.
Prof. Daniel Ndhlovu is a Professor of Guidance and Counselling at the University of Zambia and found in the
Department of Educational Psychology, Sociology, and Special Education. He has written and published in
international peer-reviewed journals. He has co-authored four books and single-authored one book currently
used in schools, colleges and universities. He has so far supervised and examined more than 100 masters and
PhD students. His areas of interest are Guidance and Counselling and Special Education, He has more than 36
years of teaching and administrative experience.
Dr. Joseph M. Mandyata is currently a lecturer and researcher in the Department of Educational Psychology,
Sociology and Special Education, School of Education, University of Zambia. He holds a PhD in Special
Education, Master of Education in Special Education and a Bachelor of Arts with Education Degree from the
University of Zambia. He has researched and published several articles in local and international journal in the
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XXVI October 2025 | Special Issue on Education
Page 8187
www.rsisinternational.org
field of special/inclusive education; guidance and counselling. His research interests are in: Disability, Poverty
and Education; Policy Issues on Special/Inclusive Education, Management of Special/Inclusive Education,
Partnerships in Inclusive Education and Disability Counselling.
REFERENCES
1. Chikonde, J., & Mwale, M. (2020). Attitudes of parents and communities towards children with
disabilities in Zambia. Lusaka: University of Zambia Press.
2. Government of the Republic of Zambia. (2012). The Persons with Disabilities Act No. 6 of 2012.
Lusaka: Government Printer.
3. Government of the Republic of Zambia. (2016). National Inclusive Education Policy. Lusaka: Ministry
of Education.
4. Government of Zambia. (1968). The Handicapped Act. Lusaka: Government Printer.
5. Government of Zambia. (1972). Amendment to the Zambia Council for the Handicapped Act. Lusaka:
Government Printer.
6. Kalabula, D. (1991). Position paper on the establishment of a Directorate for Special Education in
Zambia. Lusaka: Ministry of Education.
7. Kunda, J. (2015). Historical perspectives on special education in Zambia: 1905–2005. Lusaka:Zambia
Educational Research Publications.
8. Ministry of Education and Sports, Uganda. (2018). Special Needs and Inclusive Education Policy
Framework. Kampala: Government of Uganda.
9. Ministry of Education, Ghana. (2018). Inclusive Education Policy Implementation Plan. Accra:
Government of Ghana.
10. Ministry of Education. (1996). Educating Our Future: National Policy on Education. Lusaka:
Government of the Republic of Zambia.
11. Ministry of Education. (1997). Inclusive education promotion and sensitization program report. Lusaka:
Government of Zambia.
12. Ministry of Education. (2003). Structure and appointment of Special Education officers at district,
provincial, and national levels. Lusaka: Ministry of Education.
13. Ministry of Education. (2020). Annual Education Sector Performance Report 2020. Lusaka:
Government of Zambia.
14. Ministry of General Education. (2016). National Inclusive Education Policy Guidelines. Lusaka:
Government of Zambia.
15. Republic of South Africa, Department of Education. (2001). Education White Paper 6: Special Needs
Education – Building an Inclusive Education and Training System. Pretoria: Government Printer.
16. UNESCO. (2020). Global Education Monitoring Report 2020: Inclusion and Education – All Means
All. Paris: UNESCO.
17. UNICEF. (2021). Inclusive Education in Sub-Saharan Africa: Progress, Challenges, and Opportunities.
New York: UNICEF.
18. United Nations. (2010). Convention on the Rights of Persons with Disabilities. New York: United
Nations.
19. United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development.
General Assembly Resolution 70/1.
20. Zambia Agency for Persons with Disabilities (ZAPD). (2022). National Disability Survey Report.
Lusaka: Ministry of Community Development and Social Services.
