STAKEHOLDERS’ PERCEPTIONS ON THE SKILLS DEVELOPMENT TEVET CURRICULUM FOR STUDENTS WITH VISUAL IMPAIRMENT IN TEVET INSTITUTIONS IN ZAMBIA

Oscar Sinkala, Kenneth Kapalu Muzata, Kalisto Kalimaposo

Abstract


This study explored stakeholders' viewpoints regarding the Technical Education, Vocational and Entrepreneurship Training (TEVET) curriculum for students with Visual Impairment (VI) in Zambia, namely in the Copperbelt region. The research employed a qualitative methodology, utilising the Social Model of Disability and the Universal Design for Learning (UDL) framework to examine the perspectives of instructors, administrators, and students. Research indicates that the current curriculum is predominantly vision-centric, necessitating that students depend on "borrowed sight" due to a lack of assistive technology and insufficient instructor proficiency in specialised pedagogical techniques like Braille and tactile instruction. While stakeholders generally have optimistic views of the potential for VI self-reliance, these sentiments are often undermined by widespread scepticism about institutional openness and resource allocation. The study distinguishes between "tailored" adaptations that facilitate independent mastering and untailored procedures that lead to educational marginalisation. The research indicates that authentic inclusion requires a shift from reactive modifications to proactive, accountability-focused policies and diverse instructional strategies. The report proposes four strategic initiatives to address the gap between policy and practice in the TEVET sector: curriculum standardisation, specialised capacity training, targeted resource allocation, and pedagogical reform.

 

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Keywords


curriculum, perceptions. skills development, stakeholders, visual impairment

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References


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DOI: http://dx.doi.org/10.46827/ejse.v12i1.6548

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