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Second workshop on Inclusive Education practices

VVOB supports the Free State Department of Education with Leadership and Teaching for Diversity. In May 2017 officials from both Curriculum and Inclusive Education sections gathered per district to reflect on their inclusive practices. After a recap of basic inclusive concepts and policies such as White paper 6, the SIAS, Curriculum Differentiation and the Guidelines for Full Service Schools, officials engaged with the self-reflection tool for inclusive pedagogy. Officials then identified a situation, teacher or school, where support towards more inclusive practices is needed. They analysed this case and developed (the first steps of) a plan on how they could support the school/teacher to improvement.

Progress on change case

In August, a two-day workshop took place at each Free State district where officials reported on the progress they had made in their change case. They were guided by reflective questions such as:

  • Which dimensions of the IE framework (Self-reflection tool) did you work on?
  • Did you focus on skills, knowledge, values or attitudes?
  • What capacity development strategies did you use?
  • What was your progress (compare current situation with begin situation)?
  • What were the conditions to achieve this progress? (e.g. Collaboration amongst sections, communication, understanding of the PLC concept, resources available, increased confidence)
  • Why is this change important?
  • Was there unexpected change?

Participants exchanged their successes and challenges and by doing so learned with and from each other. A recurring reflection was that if officials from the different sections (e.g. curriculum and inclusive education) join forces, the impact of their work increases and the confusion with teachers decreases. Unfortunately, there are still many systemic challenges to sustained collaboration. Participants indicated the need for senior management to get on board as well to support collaboration and build sustainability in the system.

Monitoring progress

But it is not enough to report on progress made. We also want to know how we could improve our impact. Participants engaged with following questions:

  • How do you know if your supporting interventions worked/will work? Which information do you need?
  • What existing information can you use?
  • Which additional information is necessary?
  • Which methods/tools can you use to obtain the information?

By doing so they applied basic monitoring and evaluation principles to their change case. This is important for reasons of:

  • Learning: Is my change case yielding any results? How can I improve my change case?
  • Accountability and reporting: Inform your supervisor on your interventions/change case and its results
  • Sharing: Discuss what is working/not working with your peers.
  • Communication: Inform the broader education sector about good practices.

Inclusive pedagogy in practice

Participants applied the principles for inclusive pedagogy to a lesson plan for a topic/subject/grade/phase of their choice. In multi-disciplinary teams, they developed lesson plans, guided by the CAPS, by the self-reflection tool for Inclusive pedagogy and other guiding questions. They were encouraged to tap into each other’s expertise and use this for peer learning.

In the coming workshops, participants will engage deeper in curriculum differentiation. Selected officials will take part in an action research on their interventions and support to schools.

The workshop was facilitated by officials from FSDOE and VVOB.

Pictures of the workshop can be found here: Fezile Dabi, Lejweleputswa, Motheo, Thabo Mofutsanyana, Xhariep

Overview activities

Workshop 1 Inclusive Education Practices (per district)


May 2017


Workshop 2 Inclusive Education Practices

Fezile Dabi



Workshop 2 Inclusive Education Practices




Workshop 2 Inclusive Education Practices




Workshop 2 Inclusive Education Practices

Thabo Mofutsanyana



Workshop 2 Inclusive Education Practices