Article 24 of UNCRPD and Its Influences on Legal, Policy, and Strategic Frameworks for Inclusive Education in Tanzania

Abstract

The right to an inclusive education is covered in the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) in Article 24 on Education. This study analysed UNCRPD’s Article 24 and its influence on Tanzania’s legal, policy, and strategic framework. The study used a narrative qualitative research approach with a focus on documentary review. Using thematic content analysis, five major themes were deductively established: (i) organisation of Article 24 of the UNCRPD on education, (ii) obligations of inclusive education, (iii) goals of inclusive education, (iv) principles of inclusive education, and (v) Tanzania’s integration of Article 24 of the UNCRPD. There were also inductive sub-themes related to Tanzania’s integration of Article 24 of the UNCRPD, covering legal, policy, and strategic frameworks, as well as achievements and challenges. The findings underscore the significant role of Article 24 in shaping Tanzania’s inclusive education agenda, while also highlighting the persistent challenges that must be addressed to achieve equitable, disability-inclusive education.