Workbook final

087 - Modelling Inclusive Education in Tanzania, Add International,

Tanzania

ONTACT

Add International Tanzania Country Program

Mr. Mathew Thomas Kawogo

Tanzania

+255 715 1111 51

VERALL GOAL

MISSION

The project wants to model Tanzania’s National Strategy on Inclusive Education by initiating a systematic education

change in three districts. This change shall influence the school management, the teacher training, and the pupil support

and ensure that families and the communities are involved. Another goal is to support the implementation of the

developed "National Strategy on Inclusive Education".

HE SOLUTION THAT HAS BEEN DEVELOPED

In Tanzania, less than five percent of disabled children are currently attending school and most of them are in especially

for them created schools or integrated units and not in inclusive classrooms. In Pwani, the region that is addressed,

were barriers, across policies, practices and the culture that hindered the participation and the learning possibilities of

children with disabilities. These barriers manifested themselves in form of inaccessible schools, a lack of teacher

trainings and parents that were thinking their disabled children are not worth to be educated. So the project works

together with families, children, schools and public agencies to address these challenges by putting the focus on

removing barriers, which are e.g. a lack of resources, inadequate teacher trainings, discrimination, a lack of awareness,

within the education system. It also wants to provide support to the diverse specific needs of children with disabilities

so that they are able to learn alongside their peers. Therefore, it sensitizes the people’s awareness through events on a

national and a local level and through the distribution of the "National Strategy on Inclusive Education", which is being

translated into Swahili. It provides training media about inclusive education and disability, establishes inclusive

"Educational Support Resource and Assessment Center" and also "School-Based Education Support Centers", which

offer qualified personnel to address different barriers that hinder the participation of children with disabilities, develops

training manuals and supporting review of the existing government manuals and guidelines, identifies children with

disabilities, refers to specialist services and local professionals, provides training in curriculum development and also

monitors disabled children’s access and offers advocacy and advice for public officials concerning inclusive education at

local and national levels.