Leadership and Disability Support Systems in TVET Institutions: A Literature Review

Abstract

This literature review examines leadership practices and disability support systems in Technical and Vocational Education and Training (TVET) institutions, with a focus on Ethiopia. Guided by questions on leadership influence, existing supports, implementation challenges, and improvement strategies, the review draws from theoretical frameworks like the Full Range Leadership Model, incorporating transformational, transactional, and complementary styles such as benevolent and distributed leadership. Key findings highlight Ethiopia's progressive policies, including the Inclusive Education Strategy (2012) and Master Plan (2016–2025), yet reveal persistent barriers: policy-practice gaps, inadequate infrastructure, teacher training deficits, societal stigma, and weak industry linkages. Empirical evidence from Ethiopian studies shows low enrollment of persons with disabilities (PWDs), inaccessible facilities, and limited student voices. Comparative insights from Botswana, South Africa, and Nigeria underscore similar issues, emphasizing the need for adaptive curricula and partnerships. Proposed strategies include enhancing teacher training via Inclusive Education Resource Centers, infrastructure upgrades, regional councils for industry collaboration, stigma-reduction campaigns, and monitoring dashboards. Research gaps include insufficient studies on leadership impacts and PWD experiences. The review concludes that balanced leadership is essential to bridge gaps, foster inclusion, and ensure equitable TVET outcomes for PWDs.