BRIDGING THE GENDER GAP: HOW ZIMBABWE’S EDUCATION POLICIES ON INCLUSIVE EDUCATION CLASH WITH CLASSROOM REALITIES

Abstract

Despite a robust legislative framework, including the Constitution of Zimbabwe (2013) and the Education Amendment Act (2020), the implementation of inclusive education (IE) remains a significant challenge. This article examines the disconnect between "top-down" policy aspirations and the "bottom-up" realities of the Zimbabwean classroom. Using a qualitative meta-analysis of recent literature and policy documents, the study identifies critical barriers such as resource scarcity, inadequate teacher training, and persistent societal stigma. Findings suggest that while social acceptance of learners with disabilities is rising, the lack of a specific, harmonized Inclusive Education Policy leads to "unplanned inclusion," where learners are physically present but pedagogically excluded. The article recommends a localized, better-funded implementation strategy to bridge this gap.