In this study, I aimed to answer the question: Which minimum standards management framework could assist the managements of the selected primary schools in managing their schools towards compliance with the minimum standards of the SAVE Framework for the realisation of the right to education of learners with disabilities? I conducted the study within the interpretivist paradigm, employed the qualitative approach and designed it as a multiple-case study. Using purposeful sampling, I selected one school from each of the four regions of the Kingdom of Eswatini. Both regular schools and an inclusive model school were invited to participate. I sampled the principals and two class teachers from each school. I further observed the infrastructure of the selected primary schools and conducted semi-structured interviews with the above-mentioned participants as well as the inspector for special and inclusive education, the director of the National Curriculum Centre, and a parent of an out-of-school child with disabilities. I used the minimum standards of suitability, availability and equitability adapted from the 4A Scheme as theoretical framework to analyse how the selected primary schools in the Kingdom of Eswatini comply with the minimum standards of the SAVE Framework for the realisation of the right to education of learners with disabilities. The data was analysed and presented using themes under each minimum standard of the framework. The results portrayed that not all the schools comply fully with the minimum standards and the level of compliance of the inclusive school model was higher than those of the regular schools. To improve compliance, as a way of answering the research question, I developed a minimum standards management framework for the selected schools to guide their compliance with the minimum standards of the SAVE Framework for the realisation of the right to education of learners with disabilities.
Ngihlose kuphendvula lombuto: Nguluphi luhlaka lwekuphatsa lwemazinga lamancane lolungasita baphatsi betikolo temabanga laphasi ekuphatseni tikolo tabo ekutfotjelweni kwemazinga laphasi eLuhlaka lweSAVE ekuphunyelelisweni kwelilungelo lekufundza lebafundzi labanekukhubateka? Ngente lesifundvo ngekhatsi kwe-interpretivist paradigm, ngasebentisa i-qualitative approach futsi ngasihlela njenge-multiple case study. Ngekusebentisa tibonelo letinenjongo, ngikhetse sikolo sinye kusinye setigodzi letine telive, kufaka ekhatsi tikolo letetayelekile kanye netikolo letikhetsekile tangesese. Ngisampule bothishelanhloko nabothishela basemaklasini esikolweni ngasinye. Bothishela baseklasini labasampulwe etikolweni letetayelekile bebafundzisa bantfwana labangema-40 nobe ngetulu. Ngicaphele sakhiwonchanti setikolo temabanga laphasi letikhetsiwe tangesese futsi ngenta ema-inthaviyu lahleleke ngalokungakagcwali larekhodiwe nalabahlanganyeli kanye neSpecial and Inclusive Education Inspector, National Curriculum Centre Director nemtali wemntfwana losekaphume esikolweni lonekukhubateka. Ngisebentise emazinga laphasi eluhlaka lwekufaneleka, kutfolakala nekulingana lolutsatfwe ku-4A Scheme njengeluhlaka lwethiyori kuhlatiya kwekutsi umtsetfo netinchubomgomo teKingdom of Eswatini netikolo letikhetsiwe tiwatfobela njani lamazinga kute kuphumelele imfundvo yebantfwana labanekukhubateka. Idatha ihlatiywe futsi yetfulwa ngekusebentisa tingcikitsi ngaphasi kwelizinga leliphasi ngalinye laloluhlaka. Imiphumela ikhombisa kwekutsi akusito tonkhe tikolo letitfobela ngalokuphelele lamazinga laphasi, nanobe lizinga lekutfobela letikolo tetiselu lingetulu kwaleli letikolo letetayelekile. Kute kwentiwencono kutfotjelwa, njengendlela yekuphendvula umbuto welucwaningo, ngitfutfukise luhlaka lwekuphatsa lwemazinga lamancane lwetikolo letikhetsiwe kuhola tikolo tabo ngasekutfotjelweni kwemazinga laphasi eLuhlaka lweSAVE ekuphunyelelisweni kwelilungelo lwekufundza lwebafundzi labanekukhubateka.
Bengihlose ukuphendula umbuzo othi: Ngabe yiwaphi amazinga aphansi ohlelo oluyisakhiwo kwezokuphatha angasiza abaphathi bezikole ezikhethiwe zebanga eliphansi mayelana nokuphathwa izikole zabo ngokulandela amazinga aphansiohlelo lwe-SAVE Framework ukuze kuhlonishwe ilungelo lemfundo yabafundi abakhubazekile? Ngiye ngenza ucwaningo ngaphakathi kohlelo lwe-interpretivist paradigm, ngisebenzise indlela yokucwaninga eyencike kwingxoxo futhi ngayidizayina njengocwaningo lotho olumbaxa eziningi. Ngokusebenzisa ngenhloso isamuli, ngiye ngakhetha isikole esisodwa kwiziyingi ezine zezwe, ezinezikole ezejwayelekile kanye nezikole ezibonelela inhlobo yonke yabafundi. Ngiye ngasebenzisa othishanhloko njengesampuli kanye nothisha ababili begumbi lokufunda kuzo zonke izikole ezibandakanyekayo. Othisha abaphethe amagumbi okufunda abakhethwe ngokwesampuli ezikoleni ezejwayelekile babefundise kumagumbi okufunda anabafundi abangama-40 noma ngaphezulu. Ngiye ngabheka ingqalasizinda yezikole ezikhethiwe zamabanga aphansi ngenza ngabhala phansi inhlolombono embaxambili nabadlalindima laba kanye nezinhlaka ze-Special and Inclusive Education Inspector, i-National Curriculum Centre Director kanye nomzali wengane ekhubazekile engekho esikoleni. Ngisebenzi amazinga aphansi amayelana nesakhiwo sokufaneleka, sokutholakala kanye nesakhiwo sokusebenziseka esicaphunwe kwisikimu i-4A Scheme njengesakhiwo somqondo sokuhlaziya indlela umthetho kanye nemigomo yoMbuso wobuKhosi baseSwatini kanye nezikole ezikhethiwe zilandela ngayo la mazinga ukufinyelela imfundo yabantwana abakhubazekile. Idatha yahlaziywa futhi yethulwe ngokusebenzisa izindikimba ngaphansi kwawo wonke amazinga aphansi esakhiwo. Imiphumela iveza ukuthi akuzona zonke izikole izikole ezilandela ngokugcwele namazinga aphansi, yize izinga izinga lokulandela umthetho wemodeli yesikole senhlobo yonke yabafundi lingaphezu kwalelo lezikole ezejwayelekile. Ukuthuthukisa izinga lokulandelwa komthetho, njengendlela yokuphendula umbuzo wocwaningo, Ngiye ngakha isakhiwo sokulawula kwamazinga aphansi abaphathi bezikole ezikhethiwe, ngenhloso ukuholela izikole zabo kwingqubo yokulandela amazinga apahansi e-SAVE Framework ukuze kuhlonishwe ilungelo lokufunda labafundi abakhubazekile.