The implications of the aforementioned theories for this study

The abovementioned theories have various implications for this study. The use of the two mentioned theories imply that the teachers (cf. 1.3.4) are not doing enough as regards the application of the theorists’ prescriptions of group teaching and learner-centred teaching

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approaches. It also implies that the features of the abovementioned theories of active- learning and learner empowerment are not being utilised by the teachers towards achieving the MOESD’s principles and objectives (cf. 1.3.4; 1.10.2(c) and 1.10.3(c)). The use of the Theory of Social Class and the hidden curriculum of work (Anyon, 1980:67-90) in the study will investigate that the researchers, curriculum developers, policymakers, examiners (cf. 1.3.3), and the administrators (cf. 1.4.1) are not doing much in respect of the application of the relevant models or theories to guide them in gathering empirical data, especially on curriculum-planning, policy-formulation and their implementation processes respectively, that can be of value to all learners, and the society as a whole. The implication of using the Inclusive Education Theory (1.10.2; 1.10.2(c)) in the study is that teachers (cf. 1.3.5 and 1.10.2(c)) have not done enough in respect of issues of adopting inclusive measures in their teaching activities in the public schools.

The DCDE (cf. 1.3.5) officials have not done much as regards the criteria involved in the curriculum-planning prescribed by the inclusive proponents (cf. 1.10.2(c)) as a requirement for launching inclusive education. It also implies that the NCoE (cf. 1.2.3 and 1.4) is not doing much in preparing the public, and the teachers, and in monitoring the progress of the Inclusive Education Policy. The use of the Inclusive Education Theory in this study further implies that the DSE (cf. 1.3.5 and 1.10.2(c)) is not doing much in respect of checking the output rate of special-needs learners enrolled in the regular schools. Finally, the use of the Inclusive Theory in this study implies that the DTTD (cf. 1.2.3; 1.3.5; and 1.10.2-1.10.2(c)) is not doing enough to provide the in-service training necessary for the teachers involved in teaching disabled learners.

Based on the foregoing discussions deduction can be made that, without theory our data on school experiences will not go far. Theories come from somewhere, and are never quite separate from the world they signify. Just like education, theories are full of contradictions which call for debates. Debates provide a platform for theoretical synthesis (Leonardo, 2010:158-162). Leonardo (2010:162) posited that theories become concrete when they speak with the empirical world. Theories thus form part of the explanation that affirms the power of the inquiry of the current research.

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The old views of sorting learners into ‘gold’ (learners given learning opportunities who, therefore, pass), or ‘brass, or iron’ (learners denied opportunities who, therefore, fail) (Timperley & Alton-Lee, 2008: 328) no longer works in the modern society. According to Anyon (1980:76 & 86), learners from a low socio-economic background, referred to as ‘iron’ (denied opportunities), remain ironsmiths. Those from a high socio-economic background, referred to as ‘gold’ (given learning opportunities), remain the realm of society. The parents are looking for Education Acts that can be properly implemented to cater for diverse learners, as well as providing lifelong learning and training for all learners to fully participate in society.

1.11 Benefits of the study

The study under investigation will be profitable to several stakeholders, namely

Policy makers (NCoE) (cf. 1.4) will use the findings of the study to evaluate and improve

their policymaking decisions and their implementation, monitoring and assessment strategies. Researchers (cf. 1.3.4; and 1.10.1-1.10.3(c)) will also benefit from this study by using its methods and findings to evaluate their studies on learner dropout. Theorists (cf. 1.10.2(c) and 1.10.3 (c)) will profit by re-evaluating their models to see if they are still applicable to Policies. Teachers (cf. 1.3.4 and 1.10.2(c)) will also gain from the research findings by understanding the importance of policy-awareness and the significance of teaching methods in measuring learner performance. Students (cf. 1.2.2 and 1.2.3) will gain from the research by learning that the knowledge imparted to them is based on true lifelong learning, education and training in the schools. The Department of Teacher Training and Development (cf. 1.3.4 and 1.10.3(c)) will profit from the findings by using the scores and in- depth descriptions to improve the in-service training of teachers. The Division of Special Education (cf. 1.3.5 and 1.10.1-1.10.2(c)) will also benefit from the study by comparing the findings with those documented, and identify areas of discrepancies which will guide them towards reviewing and providing remedies in their duties regarding special-needs learners.

Curriculum Developers and Evaluators (cf. 1.3.5; 1.4 and 1.10.3(c)) will profit from the

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prescribed teaching methods and the assessment procedures currently in use by the BEC and the teachers. The parents (cf. 1.2.2) will profit from this research by using the test scores and detailed descriptions to guide them to understand the significance of education in preparing their children towards becoming responsible adults. The Botswana

Examinations Council (cf. 1.3.4 and 1.10.3(c)) will benefit by using the findings to evaluate

their assessment procedures, and by allocating higher weights to subjects currently with low or without weights in the practical aspects. The Ministry of Education and Skills

Development (cf. 1.2.2; 1.3.1-1.3.5 and 1.10-1.10.3(c)), in general, will profit by using the

findings to develop new strategies to monitor and to assess policy-implementation and learning to provide credible input into all aspects of policymaking, monitoring and assessment strategies. In short, all stakeholders, mentioned or un-mentioned, in the field of education, will profit from this study by re-evaluating the aim and importance of education. This will guide the stakeholders in their various responsibilities to help the teachers and the learners towards positive throughput that will produce well-adjusted equipped human beings.

The researcher will now discuss the limitations of the study in the section below. This is necessary to guide the interpretation of the research findings accurately.