Assessment of Learnership Infrastructure for Learners with Disabilities in Masvingo Urban Schools: A Mixed-Method Evaluation of Learnership Infrastructure in Zimbabwe

Abstract

Zimbabwe's commitment to inclusive education through the Education Amendment Act of 2020 requires systematic evaluation of infrastructure adequacy for learners with developmental disabilities. Despite policy mandates, empirical assessment of educational infrastructure remains limited, creating implementation challenges that compromise meaningful inclusion.
A concurrent mixed-methods cross-sectional study was conducted across 28 urban schools in Masvingo Province during the first quarter of 2025. Participants included 189 teachers, 56 administrators, and 112 parents of learners with developmental disabilities. Data collection employed validated instruments including the School Infrastructure Assessment Tool, Teacher Self-Efficacy Scale for Inclusive Practices, semi-structured interviews, and structured observations. Quantitative analyses included descriptive statistics, ANOVA, and multiple regression, while qualitative data underwent framework analysis using NVivo.