Experiences of teachers and learners who are left-behind in Zimbabwe by emigrating parents: an inclusive education perspective

ABSTRACT

Since the year 2000, most parents have emigrated en masse due to a deepening socio-political and economic crisis in Zimbabwe, leaving their school-going children in the country. This paper assesses the experiences and challenges faced by these Left-Behind Learners (LBL), and ascertain the challenges faced by teachers in meeting the needs of these learners through inclusive education. The study followed a qualitative research approach with data collected at two high schools in Harare using in-depth interviews and focus group discussions. The results of the study indicate that LBL faced numerous challenges: excessive household chores, lack of help from guardians, inadequate representation at school meetings, and non-payment of school expenses. Teachers in the sample were not aware of the vulnerability of LBL, and were inadequately equipped to deal with this ‘new’ vulnerability. The study recommends the crafting of an inclusive education policy for the country so that new vulnerabilities are holistically dealt with, and that teachers be trained in inclusive education methodologies.

KEYWORDS:

• Educational experiences
• inclusive education
• left-behind learners (LBL)
• teachers
• Zimbabwe

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Mazvita Cecilia Tawodzera

Dr. Mazvita Cecilia Tawodzera is a research affiliate in the Department of Education Studies at the University of Limpopo in South Africa. Her research interests are in Inclusive Education, where she has published articles, and Left Behind Children in Zimbabwe.

Mahlapahlapana Themane

Prof Mahlapahlapana Themane is a full professor in the Department of Education Studies, specializing Curriculum Studies. His interests in Curriculum Studies include curriculum theory, indigenous knowledge system and decolonization of the curriculum. He has made a number of contributions in these areas in a form of conference papers, journal articles and book chapters. His other interests include teacher education for inclusive education, schools as enabling environments and research in South African Higher education. He is involved in a number of intervention projects such as mental health in schools, multiple literacies and inclusive education project such as Teaching for All.