Malawi on national inclusive education strategy

Ministry of Education is currently working on a National Inclusive Education Strategy to be effective from 2016 to 2020 to respond to diverse needs of all excluded and marginalized learners as a way of moving towards an inclusive education system in Malawi.

Action Amos (R): Inclusive education
Action Amos (R): Inclusive education

To this effect ministry of education officials associations representing people with disabilities meet recently at Liwonde in Machinga to discuss a National Inclusive Education Strategy draft which presented by consultants.

Deputy Director of Special needs education in the Ministry of Education David Njaidi said the ministry is committed to address and respond to the needs of groups of children that are currently being excluded by the current system.

Malawi Growth Development Strategy, National Education Strategic Plan and United Nations Convention on the Rights of Children are some of the instruments that are currently guiding the ministry to respond to the needs of the marginalized and excluded children.

He therefore commended UNICEF for funding the process of the National Inclusive Education Strategy which he said will shape the future of education in the country.

In line with Education For All goals, the new National Inclusive Education Strategy will ensure quality, equity and equality in the education system which will in turn address poor attendance, performance and participation among learners and education stakeholders, according to Njaidi.

“The spirit of inclusion in our education system is there, what is needed is coordination,” Njaidi noted saying the soon to be launched strategy will intensify the already existing spirit.

Fedoma, Malawi Against people with Physical disability, Malawi Council for the Handicapped, Sight Savers, Association of People with Albinism, Save The Children, Montfort College attended the stakeholders consultative workshop at Liwonde.

The National Inclusive Education Strategy will address educational needs among street children, excluded children, children with disabilities, vulnerable girls, children from child headed households, according to FEDOMA Executive Director Action Amos.

He however noted that the current education system excludes and marginalizes children with disability as most schools in the country lacks special needs teachers and proper learning and teaching materials ideal for learners with disability.

Amos expressed hope that the Liwonde meeting will approach the current system which he noted has gaps in addressing needs of excluded and marginalized learners.–Mana

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