Bridging the Policy–Practice Divide in Inclusive Education: Leadership, Capacity Building, and Accountability in Malawi’s Higher Education Sector

Inclusive education is widely recognized as a cornerstone of equitable and quality education systems. In Malawi, national education policies demonstrate strong commitment to inclusive education, aligned with global frameworks such as Sustainable Development Goal 4 and UNESCO’s inclusive education agenda. Despite these commitments, evidence suggests that inclusive education practices within higher education institutions remain limited and uneven. This paper critically examines the persistent gap between inclusive education policy and classroom practice in Malawi’s higher education sector. Using a qualitative policy analysis and critical review of Malawi-specific policy documents, empirical studies, and international literature, the paper identifies leadership capacity, lecturer preparedness, and weak monitoring and accountability mechanisms as key factors undermining effective implementation. The analysis demonstrates that inclusive education cannot be achieved through policy formulation alone but requires deliberate institutional leadership, sustained professional development, and embedded quality assurance systems. The paper proposes a systemic framework that integrates policy direction, leadership commitment, capacity development, and monitoring processes to support inclusive practice. It concludes that without coordinated institutional reforms, inclusive education in Malawi risks remaining largely rhetorical.