The engagement of countries within Sub-Saharan Africa in various measures to raise and equalise enrolment of boys and girls in schools demonstrates their commitment to include. However, developments reflect the challenges some national education systems in the region encounter to practice inclusive education. Educators within the region appear to be grappling with the notion of inclusivity and that is having effects on the provisioning of education that is indeed for all primary age children in local community schools within the context. The insistence to preserve existing local cultures and emphasis on competence based curriculum constrains efforts of practitioners to ensure the mainstreaming of presence, participation and achievement of all pupils at school. Some pupils consequently leave school without positive outcomes. Inclusive education as an approach to reposition education for all implies the adoption of curriculum of differentiation to be able to reach out to all pupils, including those who feel dissatisfied with existing school practices as well as those who seem distant in the context.
Challenges Faced By Educators in the Inclusion of Beginners with Dyslexia in Mainstream Primary Schools (Published)
This study sought to explore the challenges faced by educators in the inclusion of beginners with dyslexia in mainstream primary schools of Nkangala District in Mpumalanga province, South Africa. An exploratory case study design was adopted. Focus-group and semi-structured individual interviews were used to collect data. 10 mainstream primary schools which were conveniently sampled participated in this study. The same sampling procedure was used to select principals and senior teachers who taught Grade 1 and 3 classes. The major findings of the study were that some relevant stakeholders have a negative attitude towards the inclusion of learners with dyslexia in mainstream schools. These attitudes basically emanate from lack of specific inclusion policies, inadequate knowledge of dyslexia, limited teaching and learning resources and high workload. The study recommends the development of more specific inclusion policies, intensified dyslexia awareness programmes and workshops, improvisation of learning resources and reduction of teacher workload thereby promoting individual attendance to learners with dyslexia.
The education for all (EFA) agenda is targeted at achieving inclusive education across regions of the world including developing countries (DCs). The policy is nonetheless not inclusive in the actual sense of the concept. Emphasis of the EFA on ensuring parity in the ways male and female pupils access education in formal settings restricts the policy from becoming genuinely inclusive. Inclusive education as to be a core philosophy to moving the provisions of EFA forward encourages changes to existing local cultures that disadvantage some children and young people within education systems in DCs. It begins with the belief that education is the basic human right of all and the foundation for a more just society. Thus, inclusive education draws on the idea of social inclusion to redefine the provisions of the EFA in order to ensure that education is sincerely for ‘all’ and not nearly for all in DCs.
Diversity and Inclusion in Secondary School Educational Practices in Rivers State, Nigeria (Published)
This article focuses on the place of diversity and inclusion in secondary school educational practices in Rivers State, Nigeria. In the face of advancements in society, Nigeria, a member state of the United Nations at the recent world education forum, held at Incheon, Republic of Korea, adopted the “Education 2030” vision for education. It was translated to the Sustainable Development Goal four (SDG4) and captioned “Towards inclusive and equitable quality education and lifelong learning for all”. This calls for an inclusive education packaged for the benefit of all. Hence, there is need to ensure that education becomes free and a right of all Nigerian children, irrespective of distinct characteristics which set them apart from others of same age bracket, such as gender, socioeconomic status, religious affiliations among many. The major issue of diversity and inclusion is one of respect and appreciation of differences which call for the cooperation of all key players.
Global Workforce Diversity Management and the Challenge of Managing Diversity: Situation on World and in Turkey (Published)
Workforce diversity is a primary concern for most of the businesses. Today’s organizations need to understand and direct workforce diversity effectively. Although many articles have been written on this topic, but there is no detailed research of workforce diversity on global basis. 21th century’s world rapidly increasing globalization requires more attention and interaction among people from diverse cultures, beliefs, and backgrounds than ever before. People no longer live and work in an alone marketplace; they are now part of a worldwide economy with competition coming from nearly every continent. For this reason, profit and non-profit organizations need diversity for being more creative and open to change. The main purpose of this article is to review the recent literature of workforce diversity on global basis and specifically Turkey. Supervisors, academicians and front-line managers could benefit from reading this paper. Supervisors, academicians and managers are the targeted audience because they need to recognize the ways in which the workplace is changing, evolving, and diversifying. It is first presented a brief introduction and definitions of global workforce diversity management. This paper attempts to shed light on what we know and don’t know about global workforce diversity management. Paper mainly includes 4 sections. It starts with the introduction and in that part global workforce diversity management is broadly defined. In section 2, theoretical roots in other words literature review on the subject will be presented. Causal effects of challenges related to global workforce diversity management will be explained and related problems et cetera will be discussed in detail. In section 3, after explaining the regional differences among workforce diversity, insight will be brought up for discussion and comparison with these 4 different regional groups. After that special focus will be given to Turkey and the situation in Turkey will be explained in terms of workforce diversity management. Section 4 will include further research, discussion and conclusion. Besides giving insight about global workforce diversity management for comparison purposes between different continents, the purpose of this paper is to provide information for the potential researchers about basic aspects of global workforce diversity management.