Language, Literature and Education: Research Updates Vol. 11

Education is both the cornerstone for socio-economic development and a tool for transforming and steering Zambia towards the attainment of the Vision 2030. The decolonisation of the education system for LSEND must help in the transition from school to work and independent life, as it creates a more inclusive, culturally diverse, and equitable educational experience. The study explored Zambia’s response to decolonisation of the education system for learners with special education needs and/or disabilities (LSEND). The qualitative study employed in-depth face-to-face interviews with 20 participants who included Specialist Teachers, Education Administrators, parents and Civil Society Organisations. Through thematic analysis, data were presented to represent the actual findings of the study as collected from the different participants who took part in the study. The study revealed that the decolonisation of education is the realisation of the relevance of education to respond to the current needs of society and globally. This was seen to be the creation of an education system that respects and values diversity while addressing injustices associated with the provision of the current education system. In order to achieve the type of education system desired for LSEND there is need for redesigning an education system that must relook into the structure of the education for LSEND, learning areas and content with artisan skill, instructional materials in accessible format, taught ICT with the relevant software, promote community involvement (collaborative approach), capacity building (teacher training), learning environment, policy change and equitable funding. Based on these findings, the study recommends that LSEND must follow the same curriculum; however, for some of these learners to access the regular curriculum, adaptation must be considered.