Pridmore, P; (2014) Reaching and teaching marginalised children in Malawi and Lesotho: the importance of stakeholders sharing common values and attitudes. In: Boufoy-Bastick, B and Cook, L, (eds.) International Cultures of Educational Inclusion. Analytrics: Strasbourg, France.

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Abstract

This chapter reports on a study in Malawi and Lesotho that aimed to improve student retention and progression rates by intervening to complement conventional schooling with self-study learner-guides and additional support for learning and for life and to change exclusionary school policies and practices. The findings showed that that there can be problems when stakeholders do not share common values, attitudes and purposes towards education. National education policy on inclusive education was being undermined by the actions of some head-teachers and teachers who excluded children who could not afford uniform or shoes, who arrived late or who attended irregularly. When a child dropped out they considered the child to be the problem rather than the school. Although attitudes and values of family members in Malawi were generally positive towards primary schooling, grade repetition significantly increased the likelihood of a child dropping out. In Lesotho many secondary school-aged children and their families did not value schooling due to perceived low quality. Implementing a more open, flexible and holistic model of schooling and helping to align the values, attitudes and purposes of all stakeholders towards inclusive education was found to help reduce school drop-out and produce additional benefits for the students.

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