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

Authors

  • Oscar Sinkala Research Scholar, TVTC, Zambia
  • Kenneth Kapalu Muzata Dr., Research Supervisor, University of Zambia, Zambia
  • Kalisto Kalimaposo Dr., Research Supervisor, University of Zambia, Zambia

DOI:

https://doi.org/10.46827/ejse.v12i1.6548

Keywords:

curriculum, perceptions. skills development, stakeholders, visual impairment

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.

 

Article visualizations:

Hit counter

Author Biographies

  • Oscar Sinkala, Research Scholar, TVTC, Zambia

    Rev. Oscar Sinkala is currently a Special Education Research Fellow pursuing a PhD at the University of Zambia. A highly qualified academician, he holds a Master of Education in Special Education from Kwame Nkrumah University, a Bachelor of Education in Special Education from the University of Zambia, and a Bachelor of Arts in Bible and Theology from Trans-Africa Christian University (TACU). His diverse professional background includes a Diploma in Guidance, Counselling and Placement (GCP) and a Technical Teachers' Diploma (TECH) from the Technical and Vocational Teachers' College (TVTC) in Luanshya, as well as a Postal Officers/Cash Accounts Certificate from ZAMPOST College. Currently, he serves as a Senior Lecturer in Special Education and Curriculum Studies at TVTC in Luanshya District, blending extensive classroom expertise with advanced academic research. His research interests are in special education, inclusive education practices, guidance and counselling, placement and curriculum studies.

  • Kenneth Kapalu Muzata, Dr., Research Supervisor, University of Zambia, Zambia

    Dr. Kenneth Kapalu Muzata is a Senior Lecturer and Research Consultant in the Department of Educational Psychology, Sociology and Special Education (EPSSE) at the University of Zambia. He holds a Doctor of Philosophy (PhD) in Education from the University of South Africa (UNISA) and a Masters of Education in Special Education from the University of Zambia (UNZA). Dr Muzata also holds a Bachelors of Arts with Education Degree (UNZA), a Postgraduate Diploma in Curriculum Design and Development from Open University of Tanzania, a Certificate in Environmental Education (WWF in conjunction with Rhodes University), a Certificate in Distance Education (UNISA) and a non-degree credit transcript in Qualitative Research Methods, Master’s Thesis and Nordic Education (OULU University-Finland). Kenneth has authored more than 80 research articles, book chapters and one book titled Special and Inclusive Education in the Zambian Context. He has experience in consultancies in disability and inclusive Education and other education related areas. His research interests include special education, inclusive education, education curriculum, early childhood education, teacher education among others. His works are accessible on research gate and google scholar.                    

    Google Scholar: https://scholar.google.com/citations?user=hUdmN0kAAAAJ&hl=en&oi=ao

    ResearchGate: https://www.researchgate.net/profile/Kenneth-Muzata-2

    ORCID: https://orcid.org/0000-0001-8911-5696

  • Kalisto Kalimaposo, Dr., Research Supervisor, University of Zambia, Zambia

    Dr. Kalisto Kalimaposo is currently a Senior Lecturer, Researcher and Consultant in the Department of Educational Psychology, Sociology and Special Education within the School of Education at the University of Zambia. He has published quite extensively in sociological studies in education in both local and international journals. His primary research interests include equity studies in education, transformative learning, teacher education, curriculum innovation, primary education, the sociology of disability, and the sociology of education.

References

CAST. (2011). Universal design for learning guidelines version 2.0. Center for Applied Special Technology. Retrieved from https://udlguidelines.cast.org/

CAST. (2018). Universal design for learning guidelines version 2.2. http://udlguidelines.cast.org.

Chimese, J. (2016). Barriers to formal assessment for students with visual impairments in Zambian tertiary institutions. (Unpublished Thesis).

Dixon, J. M. (2005). Tactile and kinaesthetic learning: A pedagogy for the blind. Journal of Visual Impairment & Blindness, 99(11).

European Training Foundation (ETF). (2020). Vocational training relevance in emerging economies. ETF Publishing.

Government of the Republic of Zambia. (2012). The Persons with Disabilities Act, No. 6 of 2012. Government Printers.

Hatlen, P. (1996). The expanded core curriculum for blind and visually impaired children and youths, including those with additional disabilities. Reaching Out: Newsletter of the Texas School for the Blind and Visually Impaired.

International Labour Organization. (2018). Making TVET and skills systems inclusive of persons with disabilities. ILO.

International Labour Organization. (2021). Changing the narrative: Inclusion of persons with disabilities in vocational training. ILO.

Johnson, G., & Muzata, K. K. (2019). The challenges of producing tactile graphics for students with visual impairment in Zambia. International Journal of Special Education 8(2).

Kandimba, H. C, Mandyata, J & Simalalo, M. (2023). Teachers’ Understanding of Curriculum Adaptation for learners with Moderate Intellectual Disabilities in Zambia. European Journal of Special Education Research, 9(1). https://doi.org/10.46827/ejse.v9i1.4653

Kandimba, H.C, Kalimaposo, K, Mandyata, J, Bwalya, S, Kabwe, A & Kalunga, M. (2025). Increasing Accessibility to Inclusive Education for Learners with Disabilities in Primary Schools in Ndola District, Zambia. International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(9), pages 6741-6757. https://dx.doi.org/10.47772/IJRISS.2025.909000552

Kandimba, H.C, Kalimaposo, K, Mandyata, J, Bwalya, S. Kabwe, A & Kalunga, M. (2025). Exploring Pedagogical Approaches Used by Teachers for Learners with Intellectual Disabilities in Selected Schools of Luanshya District, Zambia. International Journal of Social Science and Education Research Studies, 5(9), 873-888. https://doi.org/10.55677/ijssers/V05I09Y2025-03

McDonnall, M. C., & Tatch, A. (2021). Impact of assistive technology on vocational outcomes for individuals with visual impairments. Journal of Blindness Innovation and Research, 11(1).

Ministry of Education, Science, Vocational Training and Early Education (MESVTEE). (2013). Standards for resource provision in Zambian schools. Government Printers.

Mutua, M., & Rono, K. (2017). Entrepreneurship as a tool for financial independence among the visually impaired. African Journal of Disability 6(2).

Oliver, M. (1990). The politics of disablement. Macmillan Education. Retrieved from https://link.springer.com/book/10.1007/978-1-349-20895-1

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Association for Supervision and Curriculum Development. Retrieved from https://archive.org/details/teachingeverystu0000rose

Sapp, W., & Hatlen, P. (2010). The expanded core curriculum: Where we have been, where we are going, and how we can get there. Journal of Visual Impairment & Blindness, 104(6). https://doi.org/10.1177/0145482X1010400604

Sightsavers. (2018). Inclusive vocational education: Lessons from educators in sub-Saharan Africa. Sightsavers International. Retrieved from https://www.sightsavers.org/wp-content/uploads/2021/07/Sightsavers-Inclusive-Education-Strategy.pdf

Simalalo, M. (2017). Challenges of teaching learners with visual impairment in inclusive classrooms: A case of selected secondary schools in Lusaka Province, Zambia. (Unpublished Master's dissertation). University of Zambia.

Simui, F. (2018). Instructor proficiency and the integration of Braille in Zambian vocational colleges. University of Zambia Press.

Spungin, S. J. (2002). When you have a visually impaired child in your classroom: A guide for teachers. American Foundation for the Blind.

Technical Education, Vocational and Entrepreneurship Training Authority (TEVETA). (2022). Competency-based education and training (CBET) framework for Zambia. TEVETA.

UNESCO. (2017). A guide for ensuring inclusion and equity in education. United Nations Educational, Scientific and Cultural Organization. https://doi.org/10.54675/MHHZ2237

UNESCO-UNEVOC. (2015). Unleashing the potential: Transforming technical and vocational education and training. UNESCO-UNEVOC International Centre. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000233030

United Nations. (2008). Convention on the rights of persons with disabilities (UNCRPD). United Nations. Retrieved from https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-persons-disabilities

World Health Organization. (2020). World report on vision. WHO Publishing. Retrieved from https://www.who.int/publications/i/item/world-report-on-vision

Zambia Qualifications Authority (ZAQA). (2018). Policy framework for the alignment of vocational qualifications. ZAQA.

Zambian Christian University. (2015). The impact of vocational training on employment rates for graduates with disabilities. Research Series.

Zangi, M., & Penda, A. (2021). Vision-centric vs. inclusive curricula: A case of partial inclusion in Zambian TEVET institutions. Zambia Journal of Educational Research.

Downloads

Published

2026-02-21

Issue

Vol. 12 No. 1 (2026)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).