From Segregation to Integration: Operationalising Inclusive Education Through Institutional Innovation and Leadership

Abstract

The global shift towards inclusive education, driven by international human rights frameworks including the United Nations Convention on the Rights of Persons with Disabilities (CRPD) Article 24 and Sustainable Development Goal 4 (SDG 4), demands systemic transformation driven by visionary leadership and institutional innovation. This paper provides a critical comparative analysis of the inclusive education frameworks in two island nations: Mauritius and Vanuatu. Contextualised for the national conference "Inclusivity in Education: Bridging Theory and Praxis," this study examines how divergent models of leadership operationalise inclusive education. Utilising qualitative document analysis and comparative-case-study methodology, the study contrasts Mauritius's centralised Special Education Needs Authority (SENA) with Vanuatu's recent university-centered, capacity-building approach through the National University of Vanuatu. Findings reveal that Mauritius leverages strong institutional leadership to pioneer dual-enrollment models and specialised resource centres, while Vanuatu innovates through systemic teacher training integration and the newly established Inclusive Education Resource Centre (IERC). The paper proposes strategic bilateral collaboration and actionable recommendations to bridge the persistent gap between inclusive education theory and classroom praxis, emphasising that effective inclusion requires both structural innovation and pedagogical capacity.