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University of Botswana (UB) experts and stakeholders on 29th November 2023 met to evaluate a framework developed to foster inclusive education for transition-age students with Intellectual and Developmental Disability (IDD) in Botswana.

Speaking at the workshop, Senior Lecturer in the Faculty of Education, Dr Boitumelo Mangope, said the research project was motivated by the realisation that IDD leaners were overstaying in special unit programmes. As such, she said they ended up aging in the programmes and eventually graduating home having not acquired the necessary skills to enhance their inclusion into the community and employment.

Dr Mangope said the study was further motivated by the non-existence of transition pathways to post-school avenues. She said the aim of the project was to transform the lives of leaners with IDD in primary schools in Botswana by adapting and developing an innovative research based and contextually relevant transition framework to enhance their opportunities besides building capacity and strengthening coloration among stakeholders.

Dr Mangope explained that research findings also revealed that there was no systemic structures at policy level guiding transition of students with IDD. She indicated that the findings revealed that unsystematic transitions practice initiated by individual schools were visible and differed according to contextual factors.

The results further revealed that schools in far flung rural areas had few initiatives compared to those in semi-and urban areas where there were vast opportunities by virtue of them being closer to towns.

Dr Mangope explained that the study showed some challenges in the programme structure in terms of relevant human capital, assessment procedures shown in misplacement of teachers as well as students.

“Graduates of the programme were also shown to have no certificates to show their skills and competencies acquired after completion of their programme, just to mention a few,” said Dr Mangope.

Dean of the Faculty of Education, Professor Liiy Mafela, said participation in the project promoted cooperation between universities, parents and organisations with units with children living with disabilities. Professor Mafela explained that it also promoted social justice, inclusive development, equalisation of opportunities for people with disabilities and other special needs through human capital development, knowledge creation as well as creating output.