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TRAINING NEEDS AND QUALITY OF TRAINING FOR PERSONNEL IN THE EDUCATION OF THE BLIND IN AFRICA

Festo Malundu Ndonye

Lecturer, Department of Visual handicapps

INTRODUCTION

In this paper the words "blind" and "handicapped" are used to mean "visually impaired"

According to Nyerere (1965), the functions and goals of education are those of transmitting skill, knowledge, norms and the formation of social personalities from a generation to the other irrespective of their religions, races ethnic backgrounds or regions. If countries are keen on guaranteeing Education for all their citizens their constraints and Educational goals should therefore embrace on both the ordinary and the learners with special needs.
GOALS OF SPECIAL EDUCATION

The goals for special education should not be much different from those of the regular education neither should those in the developed countries be different from those of the developing countries. The difference between ordinary and special education should only be in the adaptations or additions to the practices of regular teachers.

The UNESCO, Paris (1979) experts meeting on Special Education recommended that:

(a) The purpose and goals of education are essentially, the same for all children, handicapped, or non handicapped, even though the techniques required to help individual children might be different.

(b) The educational resources for handicapped learners should be comparable to those available for other learners and must be appropriate to their special and often neglected needs.

(c) Special education services should be declared and suited to meet the needs of the individual learners.

(d) Facilities for special educators should normally be within the vicinity of the learners homes except in special circumstances where the learners needs cannot be met by local resources.

(e) The services available should be comprehensive catering for all persons with special needs, irrespective of age or degree of handicap.

Going by these recommendations, one wonders whether most countries in Africa have the capacity and resources to meet these requirements. If not, you can guess what is happening to the blinds in those countries. No doubt, the training and learning conditions must be much more wanting.

THE PERSONNEL IN THE EDUCATION OF THE BLIND

The personnel, in the education of the blind include among others;

(a) Teachers

(b) Trained persons whose specialized training enables and facilitates their work with the blind
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(c) Skilled parents

(d) Members of the public and the handicapped persons

(e) Social workers for awareness creation purposes.

(f) Researchers who are involved in documentation and dissemination of information on the changing needs in Special Education.

LEVELS OF THE PERSONNEL IN THE EDUCATION OF
THE BLIND IN AFRICA

Africa's situation is as described by Kristensen (1992) that the scarcity of properly qualified personnel is the main obstacle to the preparation and implementation of the programmes for the handicapped in developing countries. The personnel would have to be trained in the donor countries or in the few existing handicap-projects in the recipient countries. This makes it difficult for Africa to match the developed countries in achieving the education of the personnel for the blind.

A survey by Kenya Institute of special Education (July, 1989), on the training needs for teachers in special schools and programmes in Kenya to establish the levels of trained; gender and type of trainings in the Special Schools revealed that a good number of the teachers in special institutions have no basic training in special education. The study found that:

Out of 836 teachers in 70 schools, 368 (40%) are men and the rest are women (60%). Specialist training attended at different levels (if any) was Diploma 60 (7%), S1 138 (17%), 3 months inservice 41 (5%), Untrained 422 (51%) (KISE, 1989).

The survey is yearning for an urgent development of the expertise in the education of the blind in the region. The prevention; diagnosis and treatment of blindness skills should be a joint action by families, educational institutions and the governments.

ATTITUDES OF THE HANDICAPPED AND NON HANDICAPPED TOWARDS EACH OTHER

Awareness of the effects and causes of blindness; the potentials and limitations of the blinds and none handicapped is an area of serious concern in Africa than known and thought.

A survey by Karugu (1985) in Kenya to establish the attitudes of certain communities towards the handicapped confirmed that most communities in Africa have not much yet changed their attitudes about the handicapped children. The study found that two out of 77 teachers in each group from all over the country asked "Whether parents in their communities then hide their handicapped children from the public;" 83% answered in the affirmative; 10% in the negative and 7% were neutral.

The same two groups again asked "whether their communities considered having handicapped children as a curse" 71% confirmed the attitude.

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The public campaigns and spread of the Educational assessment Resource Centre Services (EARCS) intiated by DANIDA and the Kenya Government in 1984 influenced the above results positively. However, in a number of African countries, the situation is quite wanting yet and therefore evident that centralization of efforts in the creation of teams to carry out the assessment and identification services should be a serious concern.

The parents handicaps awareness remains a great asset to both the parent and handicapped child. The knowledge and skill on how to manage and care for the handicapped child gives parents confidence to face the public. It also affects the handicapped child's future. However, the best salesmen of the potentials of the handicapped to the public are the handicapped themselves.

A play by the author (1981) "Matarajio (Expectations)," on the needs of the handicapped children and their parents and how both suffer due to lack of the necessary information, was staged by blinds for some regular primary school teachers and their tutors at their college. The following day, the College Deputy Principal drove to the school for the blind to talk to this author. The Deputy Principal confessed that;

"For several years I have suffered; got confused and did not know what to do with my mentally handicapped child!" "Nobody knows that I have the child except my closest friends and relatives", he continued.

"I have never wanted to talk about the child. No. Not until last night after the play!" he conceded. "The blind actors transformed me completely! Please, tell me where to take my child for education. I am prepared to pay anything for my handicapped sons' education expenses." The Deputy Principal concluded.

This parent's attitude changed completely and he got a transfer to the city where the child was able to get into a special school. After retirement, he became a preacher. When on pulpit his wanton testimony has ever been on how it is unfair, immoral inhuman and even criminal to hide or deny handicapped children education.

The Handicapped are therefore a great and convincing weapon to lobby for their needs whereas a trained, informed, knowledgeable and sensitized public on the potentials and limitations of the handicapped is a great hope and a gate to handicaps future better life.

"The cultural duties and roles of each spouse in the African family set ups influences the attitudes of the handicapped, non handicapped and the family members greatly." On his effort to investigate whether this was true in Africa the writer came across a story from Central Africa;

A mother went to witness her son's marriage solemnization in a rural village church. The bride was blind. When the priest asked the bridegroom to give her his ring; the bridegroom's mother started sweating! The bride's turn came to give a ring to the bridegroom. The bridegrooms mother started trembling!

As soon as the priest pronounced, "I declare you two man and wife till death do you part" the bridegrooms mother collapsed, fell and was taken to hospital unconscious!
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On her hospital bed, the poor old mother confessed her fears. She expected a daughter-in-law who would relieve her from milking cows, fetching water from a distant river and cleaning the vast home yard.

The new wife would also be expected to make breakfast for the large extended family after which she would go and collect firewood as she grazes the family cows in the middle of the neighbours shambas (small farms). "Will she be able to assist me in any way?" the mother-in-law wondered!

The bride had her own fears too. She was not sure of her in-laws reactions to the marriage, neither did she want to be taken as a burden to her husband or a liability to the family.

In less than two years the man got married to another non handicapped wife and took his legal blind wife to her parents to stay there. He did so under pressure of his friends and family members.

Whether these pathetic dehumanizing practices and attitudes are common and acceptable in Africa, elsewhere or not, they are true, prevalent and must be checked. The handicapped girl child needs to be taught her constitutional and human rights early enough. Their marriages should be regularly supported with counselling services before the spouses are depressed and their marriages infringed.

The in-laws of the handicapped spouses need to be made aware that with the modern technology, there is less river water and fire wood fetching. The duties and roles of women and especially in urban areas have also changed and for that matter, there should be no cause for the in-laws heart attacks.

Approach to certain issues, may create ill feelings and widen the gap between the elite and poor handicapped or handicapped and the non handicapped; To ascertain this a newspaper reporter interviewed a group of urban blind street demonstrators in one of the African cities. He asked them what they were not happy with on the employment sectors, political arenas and other social set up factors.

The opinions showed that most of the blinds are not happy with the laws, policies and other regulations affecting their lives. Blinds who wish to be given opportunities and fair chances to integrate and compete with non handicapped on equal footings and not sympathy, have different opinions towards each other and the non handicapped. The handicapped accuse most of the aforesaid documents for discriminating them whereas the non handicapped feel the organizations and associations of the handicapped discriminate the non handicapped as well.

A chairman of a blinds' demonstrating group told the reporter that "We are unhappy with the way things are done by the non handicapped." They do not consider us when planning. They do not involve us in decision making. They treat us as less citizens. Anything without us is not for us", he concluded.
 
 
 
 

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Quoting a section of the Constitution of the union of the blind; the blind man represented, the reporter asked him, "What do you think of the section in the union of the blinds constitution advocating that," -----, ‘''The Chairman, Secretary and the Treasurer offices shall be filled by the blinds only?"' "The other persons may join as associate members if they so wished and never to attempt or think of occupying those posts." The reporter closed the page and further asked the blind man, "Do you not think this may amount to the blinds discriminating the other persons in their associations, affairs or activities?" The blind man did not give any answer. He turned and walked away.

To establish what the rural poor blinds thought about the same demonstrations by the urban elite blinds, the same reporter learned that most of the poor blinds are either not aware, interested, involved or consulted by the elite urban blinds.

One was quoted as saying, "We only hear people saying the blinds are unhappy with the system, complaining and demonstrating against it. I am not aware about it. I wish energies would be put on advising the systems on how to give supportive sustainable income generating projects. Let the elite blinds unite us and stop fighting each other and the powers at the top. They have forgotten us completely."

To find out what the non handicapped thought about the blinds dissatisfactions; the reporter gathered that many a peoples opinion is that the handicapped , like any other minority group might be forgotten and thus have a case. However, many people feel the handicapped should be much supportive to each other and their communities than they are today. A social worker reminded that, "I wish they could be courageous enough to lead the way and challenge the non handicapped by making their organizations and functions non handicapped barrier free."

The aforesaid, therefore, is an evidence that there exists a dire need to train and sensitize the handicapped and non-handicapped communities in Africa or elsewhere with a view to changing their attitudes towards each other and amongst the handicapped themselves. They need to accept and appreciate their roles and each others strengths and weaknesses.

It is a genuine desire that the urban elite and rural poor blinds confer a dialogue to educate one another on the issues affecting their lives. "If they will ever have to be a group stepping forward together as partners in achieving education for all"

HOW CAN AFRICA CHANGE THE PRESENT LEVELS AND SITUATION OF THE PERSONNEL FOR THE BLIND?

The services in Africa will have to enhance the provision of courses at the regular Teacher Training College levels through to Universities if the continent will be able to change its present levels and situation of personnel. It is commonly found that the national priorities and available physical financial and human resources in each country have a direct influence on the special education modes and the training opportunities.

When taking into account the short and long term manpower training needs, the training modes should be functional and imparting knowledge and skills to the extend that the trainee can function effectively in meeting the needs of the blind.

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Kristensen (1985) and Afedo (1987) propose a holistic mode for developing manpower for Special Education Programmes in Africa. The mode exposes the learners to:

(i) The Educational psychology;
(ii) Education of the children with learning disabilities and
(iii) The speech and communication skills in education of:

(a) Hearing impaired,
(b) Physically handicapped
(c) Multiply handicapped
(d) Visually handicapped
(e) Mentally handicapped
(f) Emotionally impaired
(g) Behaviourally impaired
(h) Gifted and talented.

The approach referred to here has a multiplier and integrative effect for training head teachers of regular and special education; parents, assessment teams and the special education trainers. The African countries investigated are practising some of the components of this approach.
Figure 1 (Appendix).

TRAINING CONDITIONS

Different institutions practise varying conditions in terms of selection, course duration; management ; assessment and grading procedures. Interest, committment; qualification and experience are commonly used as the initial tool for selecting the personnel. There are many people in the projects and other related areas for the blind awaiting the training opportunities as statistically the training facilities are still meagre at all levels.

The certificate, Diploma and Degree courses in Special Education take two to four years in Africa whereas the same teachers would take shorter time for similar courses abroad. This type of practice impedes the growth and progress of the training and personnel in the education of the blind. However, one wonders, which of this training is suitable in meeting the training needs in Africa?

The contents of each model however, should be practical rather than theoretical irrespective of the other aspects. The designs, to effectively assist the learners, should reflect the experience and skills needed by the trainees of the blind.

It appears difficult to rank and quantify African trained personnel in order of their abilities since the training conditions are not assessed with same weightings and similar tasks. While West Africa may be using very close tasks and weightings, East or Central Africa could be using locally constructed tools quite different from each other.
 
 
 

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The diverse examining procedures and conditions result into the different scores for a corresponding training programme or course components. Difference in score can result from different training institutions giving tasks that are too easy or that measure the lower cognitive abilities or a generous making of the tasks. In case of the responses to the self-test assignments submitted for a correspondence course unit; some candidates for example, may solicit assistance from other people while doing the assignments. There is little setting and moderation of the special education examining tools in Africa. The grading therefore fall into different levels as a result of the varying practices and responses.

Consequently, there is a dire need for an "African Examinations of Special Education Board" to iron out these abnormalities. Similarly, the same approach should be used to monitor, identify or develop the administrators, inspectors and regular teachers with the potentials for special education.

QUALITY OF TRAINING PROGRAMME

Institutional materials and equipment are consistently related to the achievement of an institution. Africa should therefore enhance such implements by either adapting the expensive foreign instruments and tests or develop western culture free low cost devices to meet its special education needs at all levels and set ups. Such low cost aids would be functional; affordable and give a complete education to the African trainees for the blind.

Videos can be made in the African villages and townships using scenes and characters of whom the trainees can identify. Thornburn (1990), for example, quoting a Zimbabwean parent states:

"You see most knowledge is gained through hearing and seeing. Infact we people believe by seeing"' ------- Video depicts the exact situation found in rural areas. Also they (the programmes) emphasize very simple; visible solutions".

Subsequently, the foreign approaches and documents used in Africa should be further received with a view to adopting and adapting them for African relevance:

The course contents; presentation of the matter; task analysis; appropriateness of choice and the use of the instructional material are the crucial aspects of the training for the blind. The fundamental training curriculum goals of the personnel for the blind should lay much emphasis on the practical skills in communication namely:

(a) Sensory training
(b) Smell
(c) Touch
(d) Smell and taste
(e) Writing and reading Braille
(f) Activities of daily living
(g) Orientation and mobility
(h) Body movement and
(i) Concept development.

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In addition, enhancement is needed to research on how to improve and develop more effective specialized ways of teaching the additional skills to the Multihandicapped blinds.

TRAINING PROVISIONS FOR EDUCATION OF THE BLIND IN AFRICA

The attitude knowledge and skills acquired by the trainees of the institutions of Africa have relevance to the African conditions and meets its local needs effectively. The personnel achievement levels are such that the Diploma graduants admitted for the Masters degree programmes of the industrialized countries succeed with some ease. The programme courses appear much more intensified; thorough and much more time is given compared to the related courses abroad.

TRAINING PROVISIONS IN KENYA

In 1980, the first teachers training programme for the teachers of the blind was launched as a department at Highridge Teachers Training College. Fifteen (15) P1 primary teachers were recruited into the course, and awarded S1 certificate in special education on completion. The training was joint effort between the Kenya government and Christoffel Blinden Mission (CBM), of Germany.

In 1986, the Kenya Government and Danish representative launched the Diploma courses in special Educational at the Kenya Institute of Special Education (K.I.S.E). According to its legal notice No. 17; the institute aims at; training teachers and other personnel to work in the field of special education, maintaining, repairing, designing, producing and assembling special education materials and equipment, running a documentation and resource centre on handicaps, running an educational and psychological assessment centre for the training of teachers with children with special education needs; functioning as a resource centre for the production and dissemination of information to the general public on disabilities and running distance education.

The institute bases its activities on the belief of simultaneously developing training of teachers and other personnel to cater for all kinds of handicaps, production of special materials for the training and education of the handicapped and orientation and information about the handicapped children's potentials and limitations.

The Diploma course curriculum exposes students to all aspects of special education, with specialization in a particular area of special education: Primary school teachers with 5 years experience are recruited into the courses.

Since 1991, Kenya Institute of Special Education has been operating distance special education training programme. It is a mode of training other than the residential courses. It is a mode where teachers are not required to leave the work stations during the course. Face to face sessions are arranged for the KISE Lecturers to give lectures and demonstrations to the learners in the field.
 
 
 

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Local and international in-service courses and seminars conducted at KISE, are open to all cadre of teachers in both regular and special education institutions as well as all the other personnel working in the field of special education. The school inspectors and administrators are also invited to attend. The institute offers courses to the parents of the handicapped children and the support personnel such as nurses, doctors, physiotherapists and social workers The institute in-services teachers for the Deafblind children at Kabarnet School for the Deafblind children.

In 1995, Kenyatta University started a four years Bachelor of Education Degree course in special education. All types of handicaps are taught. The students however, are expected to choose and specialize in one of the areas of handicaps and one academic subject by the end of the programme. Thirty nine students, were admitted in the academic year 1995/96. The University hopes to train and supply at least two special education teachers in each of the over 14,000 regular primary and 2,700 regular secondary schools in Kenya. KISE training staff are linked to KU to support the special education courses when the need arises. Plans are underway to start a Masters degree training programme in this area. Whereas at the Universities of Nairobi and Maseno the programme of Special Education is introduced to the B.Ed. students.
TRAINING PROVISIONS IN ZAMBIA.

SIDA and FINNIDA provide lectures and instructional material to the teacher training for the handicapped (LCTH) at Lusaka. A.Bachelor of Arts degree is also offered by the University of Finland (STAFRICA). This is done by partly training the trainees in the University (Finland) and later in Zambia through a distance education correspondence.

In 1990, the FINNIDA Zambia project identification mission recommended that special teachers be supported at the University of Zambia Teachers College of Education and at the school of education. The proposal aimed at:

(a) Linking the local teachers college of special education to the University of Zambia,
(b) Establishing a degree programme at the university of Zambia and
(c) Improve the level of the special teachers at the local college of the teachers of the handicapped (LCTH).

By 1991, the Zambia Education Sector support programme (ZESSP/SP 10) called for a distance special education degree training programme. The university of Joensuu, Finland, adopted and developed the proposal into a BA and Master degree programmes in special education. The distance education Masters degree take 160 study weeks (3 years). it is divided into lectures, demonstrations, seminars, practice and independent work (which take much of the students time). The different modules are taught by experts from both Zambia and Finland. The Finish experts visit Zambia every three months to guide the students. The Joensuu University recruited ten (10) teacher tranees from (LCTH) for the (BA) and masters), prorgramme. By the end of the course the students visit Finland to complete their work at the expenses of FINNIDA. To meet the needs of this programme, the special education library at LCTH has been equiped with the modern facilities.
 
 

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The structure of the training programme is on the continuation levels that: First, after a one year certificate of special education training, teachers work for at least one or two years before joining the Diploma level training, second, after the Diploma in special education a teacher can join the University of Zambia for a degree in special education. Third, the courses at the local college for the teachers of the handicapped (LCTH) substitute for the two first years BA programme and; Four, the link between the University of Zambia and local college for the teachers of the handicapped (LCTH) enables the university have the manpower to run the special education degree programmes for other interested countries in African. (Maki, 1995).

TRAINING PROVISIONS IN NIGERIA

The Universities of Ibadan and Jos started their 4 (four) years BA degree in special education by the years 1974 and 1977 respectively. In 1977, the Federal College of Education at Oyo started awarding certificate in special education. The special education Diploma course is offered at the polytechnic of Kaduna whilst a number of experienced teachers opt to take the special course overseas.

An element of special education is introduced to the regular teacher training programmes. Many regular school teachers are also being retrained to cope with the integegrated handicapped children in their regular classrooms, Technology centres are also being established to training workers in the production and maintenance of simple aids skills.

SUGGESTIONS

Having higlighted the African trainings; quality of personnel and its education of the blinds' situation and conditions, one finds it necesary to suggest that.

(I) Concerning:-

(i) The "Administration and organisation" the roles and responsibilities of both the governement Ministries and non-governmental organisations be well articulated; clear and recognised in the respective countries.

(ii) The "Assessment and identification" early assessment and identifications of the handicapped children be encouraged and conducted by all the relevant local, national and International departments in each country.

(iii) The "Entry Criteria and Course Duration Requirements", the African special education training institutions reconsider, review and justify their courses entrys and duration requirements with a view to shortening them.

(iv) The African governments be prepared to give extra (adequate) funds for personnel; equipment; training facilities and address the need of supplementing for the education of the blinds in the regular institutions.

(v) The information and documentation campaigns be enhanced for the teachers, parents and the general public.

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(vi) The "Legislation" the National laws and decrees contain and make compulsory "education for All school-age children, with no exceptions and making special provisions for the handicapped".

(vii) The "policy" the Regional states formulate policy objectives to (a) provide adequate education for the handicapped either in regular school set ups or elsewhere (b) provide vocational trainings and (c) facilitate integration in the society.

(viii) The "Research and Development", the African countries should appreciate the need to establish:

an "African Resource and Development Centre" to:

(a) Foster regional co-operation,
(b) Set the linkage between Africa and foreign institutions of special education.
(c) Assess and advise on the direction and levels of the regional trainings in special education.
(d) Collect and update the data on the special education personnel in the continent.
(e) Advocate the secretariat to the Africas Consultium conferences on special education.

(ix) The "Training Programmes and Workshops" of the Africa countries should:

(a) Enhance special education training programmes to the pre-school trainers
(b) Have constant review of the special education training courses with a view to reflecting its dynamic needs.
(c) Open the special education short courses and Diploma courses to the post primary tertiary institution personel as most of them are proffesional courses.

(d) Develop the mode of training personnel at a distance for it seems more cost effective .
(e) Africa should supplement the shortage of its special education trainers by deploying the existing ones to the nearest regular training institutions on part- time basis.

(2) Concerning the "Special Education Teachers", many more Universities should take part in providing further trainings for teachers of the blind in Africa. However as a
result of these teachers and other trainers for the blinds nature of work and specialization, they should be motivated and retained by awarding them attractive terms of service and reviewing their retirement ages upwards.

(3) With regards to the "Special Education Provisions" different forms of special education provisions should be provided to Africa's handicapped child at all levels
(i.e. from infancy to post school services).

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(4) As far as the "Support Services" are concerned, effort and emphasis should be put on the parents trainings as it is found to be one of the most important supportive aspects in the education of the blinds. Medical Nursing; speech therapy, Psychological and other related personel services should be provided to the blinds in both the intergrated and residential special schools. Short courses appear popular with this category of personnel as they may not have to be away from their jobs for long.

CONCLUSION

As has been stated, Africa's training facilities are still meagre and with alot of personnel still awaiting training. There is therefore a dire need to create more training institutions. Intensify and diversify the existing ones and have a constant review of their curricular to reflect the Africas need in special education.

The multiple specialization model discribed for training special education Diploma teachers seems much more Africas favourable and cost effective in special education.

Lastly, Africa should advise means of retaining the personnel and develop more higher training in special education to avoid the great risk of relying on the foreign and present experts of whom many of them are too mobile and the turnover too rapid for any security and continuity of programmes.

The training institutions will have to reconsider, review and justify their courses entry criteria and duration requirements; If, "Africas families and Proffessionals are willing and in the mood of stepping forward together as Partners in Achieving Education for All."
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

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Figure 1
Training Approaches and Components
TRAINING APPROACH COMPONENTS
(a) Residential courses
(institutional training) -trainees of various specializations are brought into one institution.
-provides active pedagogical environment
-countries practicing: Kenya, Ghana, Nigeria, Zambia etc.
-good for long term trainings.
(b) Units (Department of special education in a regular collage). (Institutional) - good for long term trainings.
-countries practicing: Malawi, Tanzania, Zimbabwe, Kenya etc.
(c) Inservice-Training
(Institutional training) -for varying durations
-has specific target groups
-good for short term training, regular teachers, parents, support staff.
(d) Mobile training
(On the job in-service training) - based on the community
-functional knowledge and skills are transferred to the personnel's place of work/community.
-comprises a team of professionals and local specialists
-training can take a day or a few weeks at a school, church, community centres etc
-the in-service team moves from one location to another.
-good for regular pupils, teachers, parents and other partners in the provision of special education services.
-country practised: Kenya etc.
(e) In-service on regional basis

-backed by training packages before the courses are offered.

(f) Training in a centre - a non residential training (in-service) at a given centre.
-different workers/of professional wishing to work with the handicapped meet to share ideas/experiences.
-good for countries with large number of well trained personnel with special education.

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Figure 1 (contd)
TRAINING APPROACH COMPONENTS
(g) Distance Education -personnel working study through written lectures radio, and audio-visual materials.

-seminars and visits by the instructors are arranged

-economical and can serve large groups personnel working and wishing to know special education.

-there is a Central point for co-ordinating the learning material.

-country practicing: Kenya (KISE) has practices it effectively.
(j) Lecturing staff development programmes -both expensive and time consuming.

-some universities may find this working.

(k) Educational tours training -the trainees may be interested in the tours more than the training and thus learn in the course of the tour.

-can be commonly sponsored or self-sponsored.
 
 
 
 
 
 
 
 
 

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Table 1
Training provision for special education in Africa (Source Unesco 1988 and 1993)
Country Year Established Course Duration Training / Institution / Status
Kenya 1985/6 - 2 years Diploma
- 3 months In-service certificate
- shorter courses certificate - Kenya Institute of special Education
- Diploma courses, shorter Primary school teachers courses
(weeks to 3 months) teachers and other personnel
1991/7 - 4 years B.Ed degree - Kenyatta, Nairobi, Maseno Universities
- Secondary and primary school teachers training.
Algeria ----- - 3 years course
- 1st year general course
- 2nd year specialised and
- further 3 years - Sp. trs can attend refresher courses in local and special or regular schools,
can also attend regional or national seminars
Botswana ----- - Special teachers trained as either primary or secondary school teachers and then do further studies. - Administration division for special education is being formed.
- A strengthened resource centre is being developed.
- There is concern about the provision, teachers for special
schools, resource centres, etc.
Cameroon ---- - The provision of training for special education is under consideration. None at the moment.
Congo ---- - Regular teachers with two years experience can join teacher training course (Deaf).
- Inservice courses available. - It appears it is the teachers for the Deaf who get a full course. The rest get in-service courses.
Egypt
---- One year Teachers study for one year to specialise in special Education
Ethiopia ---- In-service, seminars and workshops are organised - No special teachers training facilities.
- Univ. of Joensuu, Finland hopes to use their distance education teacher training programme practised in Zambia to train teachers in Ethiopia.

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Table 1 (contd)

Country Year Established Course Duration Training / Institution / Status
Ghana 1986 3 years (2 years of generic studies and 1 year of specialization) Mampong-Akwapin College of special Education
- Teachers with a certificate who have taught for 3 years in regular schools are recruited.
- A Diploma in special education is awarded.
Malawi 1968 1½ years Montfort College Limbe
- Provide training for the Itenerant teachers to support integration.
- Other teachers go abroad for Diploma and degree courses in special education.
- a need for a special education unit in the ministry of education and culture.
- Proposes to have "Malawi Institute of Special Education" to co-ordinate special education.
Tunisia - train-on-the job
- short courses
- courses abroad Institute for the advancement of the handicapped.
- provide for short courses
- primary or technical teachers recruited directly by the special schools train on the job.
- some teachers to go on courses abroad.
Uganda By 1995 2 years Diploma Uganda National Institute of special education
Diploma and other short courses in special education are provided for:
- teachers must be qualified in regular education before joining special education

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Country Year Established Course Duration Training / Institution / Status
Democratic Republic of Congo -------- - a component in the regular teacher training course on the "Difficult and special children"
- In-service courses for a certificate - Basic teacher training colleges provide a module on special education
- Teachers with 6 years experience are recruited for special education training
- A centre was opened to provide in-service courses for teachers of special education.

Zambia 1971 2 years Diploma College for special Education
- Diploma on special education for trained teachers
1983-86 B.A degree
(Linkage) Linkage for special education college (LCTH) and university of Jyvaskyla Finland included A.A. trainees they distance education.
1990 3 years B.A. Degree University of Zambia and local college for the teachers of the handicapped proposes to start a degree training programme in special education.

Zimbabwe 1986
 
 
 
 
 
 

1986 1 year Programme College for teachers of the handicapped Lusaka
- co-ordination between the ministry NGOs and Donor Agencies and between ordinary and special schools need to be improved.
Cordinating Committee members from primary, secondary, technical and teacher education as well as curriculum developers.

- resource room programme and the outreach programme was initiated.
- next steps are consolidation of the present provision.

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Table 1(contd)

Country Year Established Course Duration Training / Institution / Status
Lesotho
 
 
 
 
 

Lesotho -------
 
 
 
 

2 weeks workshops
 
 
 
 
 

- special education unit has been set
- co-ordination and co-operation is being developed by a special education working committee
- special co-ordination
- the committee plays advocacy role, identifies needs, reviews curricula
- and support materials expertise advisory.
-special education unit has been set.
- support materials have been prepared.
- training of inspectors in special education id done.
Future plans - to satisfy schools for integration and testing the material produced.
- traditional healers have been included in the special training.
Swaziland -------- Proposals
- introduce special education components in pre-service and in-service teacher trainings.
- organise workshops for regular teachers and decision makers. Future plans - school based workshops, create National Association for special education teachers.
- integrate and include handicapped children in the regular schools.
South Africa -------- Diploma level Philadelphia School covers secondary school for special education
- Teachers wishing to attend special training courses must be attached to special school before training
- University of the North serves blind students

20

Table 1 (contd)

Country Year Established Course Duration Training / Institution / Status
Mauritius ------- Bachelor in Administration programme The country offers a component of special education in the Bachelor of Administration programme.
Tanzania ------- Bachelor of Education Dar-es-Salam - University offers a specialized course in special education to third year education students
1976 Certificate in special Education 1½ years Tabora Teachers College offers certificates in special education to primary school teachers
Nigeria 1974 4 years degree (Bed.) University of Ibadan of Jos.
- for teachers with certificates and experience in regular or special education.
1977 3 years certificate Federal College of Education (Special) at Oyo
- for certified regular teachers
1977 2 years Diploma Polytechnic of Kaduna
- for certified and experienced regular teachers, some experienced teachers are also trained abroad
- special education is being introduced into regular teacher training colleges.
- efforts are under way to establish special education technology centres to train workers in special equipment maintenance and production skills.
 

REFERENCES

Abdi S.A.H. (1988), The future of Education in Eastern Africa, "proceedings of the 2nd PWPA Eastern Regional Conference held in Kampala, Uganda, July 22-25, 1987.

Adima E.E. "Training personnel for special educational services: Links between the university and teacher training colleges: A paper presented to the committee meeting to review university training and research in special education in Eastern and Southern Africa, Harare Unesco Special Education Project 1984.

Afedo E.N, Integration Elements in the training of Diverse categories of people concerned with the education of young handicapped children, "Special Education Bulletin For Eastern and Southern Africa" Vol. 5 No., 2 June 1987.

Afedo E.N. "Special Education Training Programme: A model for Ghana". A paper delivered at the second training workshop in the Education and Rehabilitation of the disabled, July - August 1979.

Barua D.P. "A report from Bangladesh presented at the workshop on mobilization of local resources in African countries, November, 24-26 1982 Nairobi, Kenya.

Bishop V. (1978), Teaching the Visually Limited children, Charles C. Thomas, Illinois, USA.

Bonham R.W. (1973), Braille Mathematics Notation, Royal Institute for the Blind, London.

Dakwa F.E. "Comprehensive training for the integration of handicapped children" Special Education Bulletin for Eastern and Southern Africa Vol. 2 No. 3, 1984.

Daviddow M.E. (1978), The Abacus made Easy, 2nd Ed. A simplified manual for teaching the Cranmer Abacus, American printing house for the blind, Kentucky.

Eshiwani G.S. (1993) Education in Kenya, since independence, Eastern Education Publishers, Nairobi.

Haskell at el (1993), Special Education, New Dimensions in Developing Nations, Proceedings of the Education Commission Seminar at the 17th World Congress of Rehabilitation International held at Nairobi Kenya. 12 -14 September 1992.

Horton J.K, Education of Visually Impaired Pupils in Ordinary School, Unesco (1988)

Karugu G.K. (1994), Special Education Trends and Issues in relation to Teacher Education Curriculum. A paper presented at the 3rd Teacher Education Seminar held at Egerton University, Njoro on 5 -9 November 1994.

Kenya Institute Of Education "Special Education Teacher Training Curriculum Diploma, 3rd Unified Draft 1987.

Kokkala K. (1995), Education Pays Off, Ministry of Foreign Affairs of Finland, Helsinke, 1995.
20
Kisanji J.A.N. "Training Special Education Teachers, The Present Situation in Africa". A paper presented at the sub-regional seminar for special education Administrators and Teachers Trainers, Limuru Conference and Training Centre, Nairobi Kenya 10-21 September (1984)

Kristensen K "Proposal for an African Institute of Special Education and Rehabilitation Journal, Vol. 2 No 5 March (1995)"

Kristensen K "Training of health, Social Rehaviliattion and other workers in special education". a paper presented at the Unesco sub-regional seminar for special education Admininstrators and Teacher Trainers, Limuru Conference and Training Centre, Nairobi, Kenya 10-21 September (1984).

Kristensen K "Teacher Training in Special Education: Pre-service Training". A paper presented at the Unesco Sub-regional Seminar for Special education Administrators and Teacher Trainers, Limuru Conference and Training Centre, Nairobi Kenya 10-21 September (1984).

Lewanika M.L. "The Role of Parents in Teaching young handicapped children" A paper presented at the Unesco Regional Seminar for Special Education held in Nairobi, Kenya 20-32 July (1981).

Lowenfeld B. Ed. (1974), The visually handicapped child in school, Constable and Company Limited, London.

Mkaali C.B.B. "The Role of Special Inspector in Regular Schools", Special Education Bulletin for Eastern and Southern Africa, Vol. 5 No. 1, March (1987)

Republic of Kenya (1993), "Status of Teachers in Kenya", A National case study co-ordinated by Kenya Education of Staff Institute, January, 1993.

Royal National Institute for the Blind, (1969), Braille Primer (Revised Ed.), RNIB, London.

Thorburn M.J. (1990) "Practical Approaches to Childhood, Disability in developing countries: insights from Experience and Research; Memorial University of Newfoundland, St. Johns Canada.

Unesco, Paris, (1993), Final Report, Sub-regional Seminar on Policy, Planning and organization of Education for children with Special needs, Gaberone, Botswana, 3-4 August 1992.
 
 
 
 
 
 
 
 
 

21
Festo Malundu Ndonye
Kenya Instititute of Special Education
P.O. Box 48413,
Nairobi.
Kenya
10th June 1997

Lawrence F. Camphell,
Vice President and Chairperson
Scientific Programme Committee,
Overbrook School for the Blind,
6333 Malven Avenue,
Philadelphia, PA 19151 - 2597
U.S.A.

Dear Mr. Camphell,

Thank you very much for your prompt response to my previous correspondence. As far as your requests are concerned, enclosed please find:
1. (a) FINAL COPY of my paper and,

(b) A DISK COPY of the paper as a file done in "Microsoft Word - file Name - Malundu doc."
2. BIODATA: for Introduction;-

"Mr. FESTO MALUNDU NDONYE
FROM: AFRICA, KENYA, NAIROBI.

Mr. Ndonye is a Lecturer at the Kenya Institute of Special Education, Department of Visual Impairements under the Ministry of Education. He has worked with all categories of blinds at amost all levels, situations and conditions in the past twenty years. He started as a primary school teacher for the blind (1977). He moved on as a trainer in a vocational training centre for the blind before joining the Kenya Society for the blind as a placement, Education and Rehabilitation officer. He is now training teachers and other trainers for the blind at the Kenya Institute of Special Education. Mr. Ndonye is a founder of one of the pilot integrating programmes for the handicapped in Kitui, Kenya.

He believes in encouraging the blinds to boldly overcome their handicapps by facing the challenges in mountaineering. Twice, Ndonye has guided and assisted the blinds conquer Mt. Kenya, the second Africa's highest peak and Mt. Kilimanjaro the Africa's highest peak once".