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Teachers’ Conceptualizations and Practices of Inclusion

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Teaching in Tension

Part of the book series: Pittsburgh Studies in Comparative and International Education ((PSCIE,volume 1))

Abstract

The expansion of primary and secondary schooling in Tanzania during the past decade has had numerous positive benefits for Tanzanian children and communities. Through initiatives like the Primary and Secondary Education Programmes (PEDP and SEDP), which have been discussed in previous chapters, enrollment rates have risen and government-sponsored “ward schools” now provide more opportunities for secondary schooling. At the secondary level alone, the participation rate has increased from a net enrollment ratio of 5.9 percent in 2004 to 27.8 percent in 2009 (Ministry of Education and Vocational Training [MOEVT] 2010b).

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Authors
  1. Allen Rugambwa
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  2. Matthew A. M. Thomas
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© 2013 Sense Publishers

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Rugambwa, A., Thomas, M.A.M. (2013). Teachers’ Conceptualizations and Practices of Inclusion. In: Teaching in Tension. Pittsburgh Studies in Comparative and International Education, vol 1. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-224-2_7

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