Education in Tanzania
For four years we worked in Tanzania on an inclusive education project in partnership with Tanzania Cheshire Foundation, funded by Comic Relief.
We aimed to create supportive and inclusive learning environments for children with disabilities. And we also worked within the wider communities to challenge stigma around disability and promote the importance of inclusion.
The project in numbers
- 20 schools worked with
- 821 children with disabilities supported into schools
- 284 primary school teachers trained
- 20 child-to-child clubs set up – reaching 300 children with and without disabilities
- 413 parents engaging in the Parent Support Groups (PSGs)
- 20 Ward Education Officers trained on inclusive education to help continue monitoring on inclusive education
The support we offered
We applied our Inclusive Education Model to the programme, making sure the project reached as many people as possible to make real change.
We worked with children individually to assess their needs and ensure they got the right support in class. We were also able to provide them with assistive devices like glasses, wheelchairs and crutches. As well as learning materials and school uniforms. Having a range of schools on board also meant we could place children in schools closer to their homes, which meant they were more likely to attend.
Parent support groups
By working closely with parents, we strengthened the links between school and home. Parent Support Groups were set up so parents could offer each other support and discuss challenges and solutions. The parents were also trained on income generating and savings activities to continue to support their children through education.
We worked with teachers to undergo inclusive education training to support children with disabilities in a mainstream setting. They learnt about disability rights and why inclusion is critical to promote within schools. They also learnt how to make teaching and learning materials from local resources. And schools were encouraged to establish school-based inclusion teams to discuss challenges and solutions.
Teachers also worked with the project team to set up child-to-child clubs at schools. These provide spaces for children with and without disabilities to learn and play together and learn about disability rights. Through the clubs, children with disabilities were able to forge new friendships and grow in confidence.
We worked with the schools to make sure they were as accessible as possible, demonstrating the importance of disability inclusion. This included adding ramps around the school and ensuring the toilets were fully accessible.
Working with organisations
Our project team also worked closely with Organisations of Persons with Disabilities (OPDs) to discuss policy and tactics for influencing local government around inclusive education. Local OPDs supported us in monitoring inclusive education in schools. They were then able to provide valuable insights and recommendations on disability inclusion.