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This qualitative study examines significant educational challenges encountered by HIV/AIDS-infected rural female learners with physical disabilities in Zimbabwe amidst the severe impacts of El Niño-induced droughts. To capture nuanced perspectives of this marginalised group, researchers selected 16 participants based on specific criteria, including gender. The data collection process comprised two separate focus group discussions: one involving learners with disabilities and the other involving adult participants. This strategic approach seeks to reduce power imbalances and facilitate the expression of individual narratives by learners. The thematic analysis of the data identified two significant findings. Initially, individuals with physical disabilities and HIV/AIDS faced significant obstacles in obtaining educational resources, exacerbated by the intersectional effects of their disabilities, health conditions, and environmental challenges. Female learners encountered additional gender-related challenges, such as social stigma, insufficient family support, and heightened caregiving responsibilities at home, which further impeded their educational achievement and overall well-being. This study recommends the development of inclusive and comprehensive support programs that address the needs of learners with physical disabilities and HIV/AIDS, ensuring access to healthcare, assistive technologies, and tailored educational accommodations. The Ministry of Primary and Secondary Education should implement policies that offer flexible learning options and resource allocation for HIV/AIDS-affected rural female learners with disabilities during El Niño droughts, thereby ensuring their sustained access to education.

In an ideal liberal or representative democracy, the participation of every person in the democratic process is essential.  Although prior research has examined political inclusion and exclusion from many perspectives within democracies, few studies have focused on the political involvement and representation of people living with disabilities (PLWDs) in Africa.  This study addresses this deficiency.  This study analysed the status of inclusivity in Africa, focussing on the political engagement and representation of persons living with disabilities (PLWDs) in the democratic process, as well as the factors influencing their inclusion or exclusion.  The study employs an explanatory research design, utilising document and desk review/analysis with secondary data sources.  The notion of political and democratic inclusion is utilised as an analytical framework.  Research indicates that although numerous African nations have embraced various international and domestic laws safeguarding the political participation and representation rights of persons living with disabilities (PLWDs), many have merely offered superficial compliance with these regulations. Consequently, the political engagement and representation of PLWDs remain inadequate, reflecting a state of democratic instability across the continent. Factors such as low educational attainment and pervasive negative attitudes towards PLWDs persistently obstruct their political involvement and representation in Africa.  It states that Africa has not yet fulfilled the ideal of political and democratic inclusion regarding the substantial and unimpeded participation of persons living with disabilities (PLWDs) in the continent's political and electoral processes, which contributes to the democratic instability in the region.