Inclusive Education (IE) Program in Tanzania

Education Stars in the Universe contributed in phase 3 of the project (2022-2025) which was the last phase of the intervention mostly in Dodoma region (Dodoma city and Bahi District). In Dodoma city, 5 model schools and 5 schools at Bahi district were selected after feasibility. These schools in Dodoma city comprises of Nkuhungu, Kisasa, Mlezi, Chinangali and Chang’ombe primary schools. In Bahi district the 5 model schools include Bahi sokoni, Bahi Misheni, Mkakatika, Mpamantwa barabarani and Ibihwa Primary schools.

Target group; The primary programme target groups consist of children with special educational needs (CSEN) and the girl child who are normally denied of their basic rights to education and societal inclusion and equity. Generally, these are children facing barriers to learning. The secondary target group consists of the Moral Duty Bearers (MDBs) and the Formal Duty Bearers (FDBs). The MDBs include parents/caretakers, teachers, school leadership, religious leaders, CSOs/CBOs, DPOs and other NGOs. FDBs include government representatives (Ministry of Education and other line ministries); political authorities; and decision makers at local, regional and national levels.

ACHIEVEMENTS included;

1. Establishment of Disability Assessment Centre
2. National IE advocacy
3. Increased Enrollment of Children with special educational needs and girls (CSEN)
4. Increased community Awareness in IE
5. Construction of conducive and friendly toilet infrastructures for CSEN
6. Distribution of assessment equipment as a result of Continuous lobbying
7. Teachers trainings on IE 8. Establishment of National Sub committee on IE
8. Establishment of local network on IE
9. Organizations of People with Disabilities increased their representation in public bodies.

CHALLENGES

1. Shortage of teachers in IE. Currently the number of teachers to meet the requirement of IE is still a challenge. Some schools have few professional IE teachers and others are lacking.
2. Insufficient assistive devices, teaching and learning materials.
3. Government method of assessing school through exam does not consider CSEN. Their performance is assessed as other children therefore some school leadership reject to enroll CSEN in order to avoid low performance of school in exams especially in Bahi.
4. Some teachers are not aware of inclusive education guidelines that were released by the government.

RECOMMENDATION

1. The IE project should focus to include other vulnerable children’s groups such as learners with chronic illness, working children, orphaned children and children living in extreme poverty as per national IE Strategy of Tanzania.
2. Integrating vocational programs in IE activities. This will help to reach those who are left behind.
3. Continuing participating in all nation IE events organized by the government and other stakeholders.
4. In the upcoming national commemoration of IE in Tanzania, it is recommended to have representatives from IAS Denmark or Global Team to witness how advocacy campaign is made and share learning and experiences.
5. Organization of inclusive day where by awareness creation on IE will be done to the community and government officials will be invited to take part in the process.