Technical and vocational education provision in Zimbabwe: leveraging institutional support for learners with special educational needs

The benefits of equal opportunity and inclusivity to access education of choice are very crucial to people in situations of deep scarcity and need. This study sought to analyse and evaluate how the universal policy of inclusive education was applied in technical and vocational education and training to enable learners with special educational needs to navigate their skills-based learning experiences. The study, using an inclusive education outcome framework, further interrogated the institutional support strategies put in place to normalise and ameliorate the plight of affected learners. A qualitative research approach in the interpretivist paradigm was used to capture the perceptions of the affected learners and their immediate associates in two colleges of technical and vocational education in Zimbabwe. The participants generally applauded the national stance to adopt inclusive vocational and technical education, but contended that the application of the policy at institutional level lacked seriousness and needed due improvement. Institutional support was linked to, and dependent on, home, community and national support. The study concludes that the inadequate institutional support for SEN learners requires more inter-personal approaches towards sustainable improvement.