Quality Staff Development for Inclusive Education in ODeL in Zimbabwe

Description

Page: 364-372

Sophie Hlatywayo¹, Lincoln Hlatywayo², and Tichaona Mapolisa³ (Faculty of Education, Zimbabwe Open University, Zimbabwe¹, School of Education, National University of Vanuatu, Oceania², and Research Directorate, Zimbabwe Open University, Zimbabwe³)

This study investigates quality staff development for inclusive education in Open and Distance e-Learning (ODeL) at Zimbabwe Open University (ZOU). Although ODeL is recognized globally as a flexible and accessible mode of education, the inclusion of students with disabilities remains a critical challenge. The study was motivated by the lack of clear policies and structured training for part-time tutors, who play a pivotal role in blended learning environments. Using a qualitative research approach and a multiple case study design, the study explored the experiences of 10 Post Graduate Diploma in Education (PGDE) part-time tutors and 5 PGDE students with disabilities. Data were collected through in-depth interviews and analysed thematically. Findings revealed that ZOU does not provide specific staff development programmes for inclusive education. Tutors are expected to manage diverse classes without induction, training in sign language, or knowledge of assistive technologies, which leaves students with disabilities unsupported. There is minimal contact time between tutors and students, leading to limited understanding of individual learner needs. Additionally, inconsistent tutor-student interactions and lack of continuity in teaching further impede inclusion. Participants recommended continuous professional development, the establishment of an inclusive education policy, and increased time for student-tutor engagement. Other suggestions included developing manuals on inclusive teaching, implementing flexible assessment methods, and providing practical training in Braille and sign language. The study concludes that without structured and continuous staff development, inclusive education in ODeL remains theoretical rather than practical. It recommends institutional commitment to comprehensive staff development and policy formulation to promote equitable learning experiences for all students.