This study collects data on inclusive education practices within Technical Vocational Education and Training (TVET) institutions across Botswana, South Africa, and Thailand. Utilising a systematic review methodology, the research examines international policies, government reports, and peer-reviewed journal articles relevant to inclusive education in the TVET sector. The objective is to present an overview of current practices, policies, and guidelines, assess the provision of inclusive facilities and amenities in these institutions, and identify the challenges encountered. Despite inclusive education policies in the three countries, the TVET sector continues to inadequately address the diverse inclusive needs of students and other stakeholders. TVET facilities in these nations remain systemically segregated, thereby excluding individuals with special needs. The literature indicates that effective inclusive practices depend more on the institutional implementation of inclusive processes than students’ abilities. The findings reveal gaps in both policy and practice, highlighting that many TVET teachers lack training in inclusive education pedagogies.
