Vol. 2006 No. 1 (2006)
Inclusive Education Programmes in Rural Tanzania: A Framework for Impact Assessment
Kamikazi Mkangwa, Department of Research, Tanzania Commission for Science and Technology (COSTECH)
Simba Simiyu, Mkwawa University College of Education
Ngowi Nyenze, Mkwawa University College of Education
Mwihaki Matipu, State University of Zanzibar (SUZA)
DOI: 10.5281/zenodo.18839804
Published: June 10, 2006
Abstract
Inclusive education programmes have become a focal point in addressing educational disparities among rural children in Tanzania. Theoretical development will be employed to outline key components and indicators necessary for an effective impact assessment. This theoretical framework provides a structured approach for policymakers and educators to evaluate the effectiveness of inclusive education programmes in Tanzania. Policymakers should prioritise resource allocation towards implementing targeted support mechanisms that enhance access and engagement with these programmes.
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Kamikazi Mkangwa, Simba Simiyu, Ngowi Nyenze, Mwihaki Matipu (2006). Inclusive Education Programmes in Rural Tanzania: A Framework for Impact Assessment. African International Humanitarian Law (Law/Political Science/Social, Vol. 2006 No. 1 (2006). https://doi.org/10.5281/zenodo.18839804
Keywords
African GeographyRural DevelopmentInclusion TheoryImpact EvaluationQualitative ResearchEducational Policy AnalysisCommunity Participation
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Vol. 2006 No. 1 (2006)
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African International Humanitarian Law (Law/Political Science/Social