International
Developing Inclusive Education in Mozambique By Kennedy Nhengu Background Mozambique is a country located in Southeastern Africa, bordered by the Indian Ocean to the east, Tanzania to the north, Malawi and Zambia to the northwest, Zimbabwe to the west, and Eswatini (Swaziland) and South Africa to the southwest. Since 2001, Mozambique's annual average GDP growth has been among the world's highest. However, the country is still one of the poorest and most underdeveloped countries in the world, ranking low in GDP per capita, human development, measures of inequality and average life expectancy. According to Worldometer data of 23 June 2021, Mozambique’s population is estimated at 32.102,539 people. The real number of Disabled persons is not known, but basing on World Bank’s conclusions, 15% of this number is of Disabled persons. Disabled people face inequality in all national development spheres. They have no access to education, which is a fundamental human right and the basis to access all other rights. Many Disabled children and youth have never been to school (exclusion) and many of those who were enrolled do not finish the first circle of primary education. But the constitution of the Republic of Mozambique provides that:
“Education shall be a right and duty of all citizens and the duty of the state to promote the extension of education to professional and continuing vocational training as well as equal access to the enjoyment of this right by all citizens.” Mozambique’s education system is still dominated by traditional education forms, namely segregation form and integration form:
• Segregation form is when Disabled children are in separate or special schools, units, homes and institutions mainly designed to respond to a particular impairment. This comes from the medical model of disability, where disability is viewed as problem that needs to be fixed. If it cannot be fixed, the children are separated from others. It focuses on what these children cannot do instead of what they are able to do. • Integration in mainstream education is placement of Disabled children and students in mainstream classrooms, without promoting actual participation to reach full potential and success. It is all about “being there”. There are minor adjustments for the child to be there, but their particular disability needs to facilitate learning are not taken into account. This is a major cause of drop-out. Mozambique has made failed efforts to implement inclusive education. Inclusive education is about looking at the ways our schools, classrooms, programs and lessons are designed so that Disabled children can participate and learn and have successful results in regular system. It is about finding different ways of teaching ensuring full and effective participation, accessibility, attendance and achievement of all students.
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