Malawi Government

MINISTRY OF EDUCATION

SCIENCE AND TECHNOLOGY

NATIONAL STRATEGY ON

INCLUSIVE EDUCATION

2017-2021

NATIONAL STRATEGY ON

INCLUSIVE EDUCATION

2017-2021

Malawi Government

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

NATIONAL STRATEGY ON INCLUSIVE EDUCATION

2017-2021

2

“TOWARDS AN INCLUSIVE EDUCATION SYSTEM IN MALAWI”

Minstry of Education, Science and Technology

P/Bag 328 Capital Hill Lilongwe 3 Malawi Tel: (+265) 01 789 422 Fax: (+265) 01 788 064

© Ministry of Education, Science and Technology.

All rights reserved. No part of this publication maybe reproduced, stored in retrieval systems or transmitted, by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permission.

3

Table of Contents Foreword ....................................................................................................................................................... 5

Preface .......................................................................................................................................................... 7

Abbreviations and Acronyms ........................................................................................................................ 9

Acknowledgements ..................................................................................................................................... 10

Goal ............................................................................................................................................................. 11

Core values .................................................................................................................................................. 11

Executive Summary ..................................................................................................................................... 12

1. Introduction ........................................................................................................................................ 13

1.1. Overview of the Education Sector in Malawi .............................................................................. 14

1.2. The Concept of Inclusive Education in Malawi ........................................................................... 15

1.2.1. Exclusion From and Within the Education System ............................................................. 15

1.2.2. Factors that Exclude Learners from and Within the Education Sector in Malawi .............. 16

1.2.3. Capacity for Inclusive Education in Malawi ........................................................................ 16

1.2.4. Legal and Policy Frameworks that support Education for All ............................................. 17

2. Strategy Priority Areas ........................................................................................................................ 20

3. Strategies for the Implementation of Inclusive Education in Malawi ................................................ 20

3.1. Strategic Outcomes ..................................................................................................................... 21

4. Roles of Stakeholders in Inclusive Education ...................................................................................... 26

4.1. Ministry of Education, Science and Technology ......................................................................... 26

4.2. Malawi Institute of Education ..................................................................................................... 29

4.3. Malawi National Examinations Board ......................................................................................... 29

4.4. Ministry of Health ....................................................................................................................... 29

4.5. Ministry of Gender, Children, Disability and Social Welfare ....................................................... 29

4.6. Disability and Psychosocial Service Providers ............................................................................. 30

4.7. Civil Society Organisations including NGOs, the Private Sector, DPOs and FBOs ....................... 30

4.8. Development Partners ................................................................................................................ 30

4.9. Parents and Community ............................................................................................................. 30

4.10. Political, traditional and religious leaders ............................................................................... 31

5. Implementation of the National Inclusive Education Strategy ........................................................... 31

6. Monitoring and Evaluation Framework .............................................................................................. 33

4

7. Costing and Programme of Works for NIES ........................................................................................ 41

7.1. Costing of the NIES ...................................................................................................................... 41

7.2. Programme of Works for the NIES .............................................................................................. 45

References .................................................................................................................................................. 51

5

Foreword I am delighted to endorse this National Inclusive Education Strategy (NIES) which has been developed to promote government policy on Inclusive Education. The Strategy is linked to the Sustainable Development Goal number four (4) that commits all governments to implement an inclusive, equitable and quality education and lifelong learning for all.

The development of the strategy is therefore supporting a major reform towards Inclusive Education which enables all children and young people to learn together in the same environment without discrimination rather than in segregated schools and colleges. Inclusive Educationis both a human rights and developmental approach supporting the view that all children and young people belong together irrespective of their individual differences based on race, gender, disability, social status, religious beliefs or otherwise. This is in line with the 1994 UNESCO’s Salamanca Statement that emphasizes that all children and young people have a right to attend schools in their local neighbourhoods. The same is stipulated in the 2007 UN Convention on the Rights of Persons with Disabilities (UNCRPD), 2013 Malawi Education Act, 2012 Disability Act and the 2013 Gender Equality Act among others. Furthermore the strategy is designed to respond to the goals and objectives of the National Education Sector Plan (NESP,) 2008 – 2017), which adheres to the Malawi Growth and Development Strategy II (MGDS II).

I recognize that teachers, parents and communities question the relevance of inclusive education to children and young people with severe disabilities and learning difficulties. Through this strategy, the government stands to preserve special schools and resource centres and use them as a resource to promote inclusive education. However this will be done with strong collaboration with mainstream schools in a bid to uphold social inclusion. At the same time, this strategy mainstreams special needs education interventions into the general education programmes and activities to promote Inclusive Education. This entails redefining the roles of Special Needs Education department, District Education Offices, Education Division Offices, Specialist Teachers, regular teachers, special schools, resource centres, mainstream schools and colleges so that they align to inclusive education principles and demands.

My Ministry is also aware of the challenges that come with inclusive education concerning teaching methods, teaching, learning and assessment resources, assistive devices, communication, physical environment, negative attitude, safety of learners, distance to schools and cost implications. This can be addressed by Continuous Professional Development, provision of inclusive pre-service teacher training, improving the learning environment with the right designs and adaptations, use of

6

locally available materials and establishment of partnerships with various education stakeholders. In addition, community engagementand advocacy can play a critical role.

In effect, it is expected that this National Inclusive Education Strategy will increase learner enrolment and reduce drop out rates of marginalized children and young people such as those with disabilities, girls in difficult circumstances, those from poor households, street children among others. The Strategy will also help to increase numbers and capacity of specialist teachers and regular teachers to effectively respond to learner diversity, improve schools and collleges to be inclusive by using model schools and colleges in selected places, reduce stigma and discrimination and promote an inclusive data management system. Furthermore, it will strengthen identification and assessment of deprived learners, management of their cases and referral to appropriate service providers.

The Government ascertains its commitment to spearheading the implementation of the focused actions to ensure that the NIES takes centre stage in the education sector. I, therefore, call upon all education departments in my Ministry, non state actors and all stakeholders to use the NIES as a guiding framework for implementation of inclusive education in Malawi.

God Bless Mother Malawi.

Hon. Dr. Emmanuel Fabiano, M.P.

MINISTER OF EDUCATION, SCIENCE AND TECHNOLOGY

7

Preface The National Inclusive Education Strategy translates the inclusive education policy statement of the National Education policy (2016) into a plan of action to achieve increased access to equitable and relevant quality education for all learners in Malawi. The National Education Policy recognizes the importance of promoting inclusive education in the education sector. The introduction of Free Primary Education (FPE) Policy in 1994 that led to the tribling of primary enrollment has consequently brought about many of the challenges the sector is currently experiencing to achieve inclusive education. These include: unstimulating classroom environment, large class sizes, inadequate qualified teachers, shortage of teaching, learning and assessment resources, increased absenteeism and dropout rate. In addition, many more children face exclusion within the education system, learning in segregated institutions, discriminated against in their school environment, or taught by teachers who are unable or, in some cases, unwilling to meet their different learning needs. In these cases education systems prevent deprived children from accessing their human rights to education. Despite significant progress made in mitigating these challenges, the country still faces a decline in internal efficiency of the education system and children’s learning outcomes. This has also negatively affected deprived chidren including girls, children with disabilities, children from ultra-poor households, street childrenand those with other learning difficulties, both in rural and urban areas. While some policies and strategic planning tools governing provision of inclusive education have been developed by Government over the years, these tend to be severely under-resourced or poorly managed, causing a disconnect between existing policies and the actual practice.

Stakeholders in the education sector in Malawi have tried to intervene on inclusive education. However, there has been no framework to guide the implementation of inclusive practices. Overtime, it has been realized that inclusive education is important for both learners with and without special educational needs. In an effort to create a desired child friendly learning environment, MoEST has developed a five-year National Inclusive Education Strategy; which presents the policy direction that MoEST and otherkey education stakeholders will follow in the next five years.. The National Inclusive Education Strategy has covered the following areas; introduction, strategy priority areas, strategies for the implementation if inclusive education in Malawi, roles of stakeholders in inclusive education, implementation plan for the NIES, Monitoring and Evaluation Framework and Monitoring and Evaluation Framework and Budget.

8

The development of this strategy was very consultative within and beyond the education sector to promote ownership and endorsement of the final product. Therefore, it is envisaged that the National IE Strategy is a reflection of a consensus struck among all the stakeholders. It is the hope of the Ministry to share with others the inclusive principles and many practical ideas that have been identified to aid educators and communities on the best global practices, and tips in the preparation and implementation of inclusive programs and activities in education.

K. Ndala (PhD) SECRETARY FOR EDUCATION, SCIENCE AND TECHNOLOGY

9

Abbreviations and Acronyms CBCC : Community Based Child Care Centres CBE : Complementary Basic Education CIEM : Consortium on Inclusive Education in Malawi CPD : Continuious Professional Development CSO : Civil Society Organisations DEM : District Education Manager DEP : Directorate of Education Planning DHRMD : Department of Human Resource Management and Development DIAS : Directorate of Inspection and Advisory Services DP : Development Partners DPO : Disabled Peoples Organisations DSNE : Directorate of Special Needs Education DTED : Department of Teacher Education and Development ECD : Early Childhood Development EMIS : Education Management Information System ESIP : Education Sector Implementation Plan FBO : Faith Based Organisations JFA : Joint Financing Agreement MANEB : Malawi National Examinations Board MGDS : Malawi Growth and Development Strategy MIE : Malawi Institute of Education MoEST : Ministry of Education Science and Technology MoGCDSW : Ministry of Gender, Children, Disability and Social Welfare NESP : National Education Sector Plan NCHE : National Council for Higher Education NGO : Non-Governmental Organisation PEA : Primary Education Advisor PSIP : Primary School Improvement Programme SEN : Special Educational Needs SHN : School Health and Nutrition SIG : School Improvement Grant SMC : School Management Committee SNE : Special Needs Education TDC : Teacher Development Centre TEVET : Technical Entrepreneurial and Vocational Education and Training UNESCO : United Nations Education Scientific and Cultural Organisation UNICEF : United Nations Children’s Fund

10

Acknowledgements MoEST wishes to acknowledge a number of stakeholders who have contributed towards the development of this National Inclusive Education Strategy.

Sincere gratitude is conveyed to the District Education Managers (DEMs), Education Division Managers (EDMs), all Directorates in the MoEST and other line ministries for their inputs and insights at various levels.

The strategy has been made possible through the integration of ideas from a wide range of stakeholders, including Development Partners (DPs), Civil Society Organisations (CSOs), Faith Based Organisations (FBOs), Disabled Peoples Organisations (DPOs), learners, parents, academia, teachers and lecturers.

We also acknowledge UNICEF Malawi , Save the Children Malawi and other Non Governmental Organizations (NGOs) for the financial and technical support towards the development of the strategy.

Finally, MoEST is grateful to all officials at all levels of involvement for their invaluable help and support which has made this exercise a great success. This work would not have been possible without the dedication, support and help of people too numerous to mention.

11

Vision

The vision of the National Inclusive Education Strategy:

“An education system that promotes access, participation and achievement of diverse learners at all levels by 2022”

Mission

To provide quality and relevant inclusive education to learners with diverse needs.

Goal The goal of the strategy is to ensure that learners with diverse needs in Malawi have equitable access to quality education in inclusive settings at all levels through the removal of barriers to learning, participation, attendance and achievement.

Core values This strategy will be guided by the following principles. Learner Diversity: The strategy accommodates all learners irrespective of any

individual differences.

Partnership:This strategy encourages networking and collaboration of stakeholders as one way of strengthening efforts aimed at improving efficiency of the education system and its structures.

A twin-track approach to service delivery: This strategy stresses the need for

educating all learners in an inclusive setting; however, some learners with SEN will continue receiving their education in special settings as the system moves towards full inclusion.

Community participation and engagement: This strategy emphasizes on the

involvement and participation of parents, families and communities in the implementation of inclusive education.

12

Executive Summary The Government of Malawi through the Ministry of Education, Science and Technology (MoEST) has developed this National Inclusive Education Strategy to promote equitable access to quality education at all levels. The strategy outlines expected outcomes to be achieved in a 5 year period.

The goal of this strategy is to ensure that learners with diverse needs in Malawi have equitable access to quality education in inclusive settings at all levels. It builds on existing initiatives taking place in the education sector. The strategy responds to the goals and objectives of the National Education Sector Plan (NESP 2008 – 2017), which adheres to the Malawi Growth and Development Strategy (MGDS II) (2011-2016).

The strategy has been drawn from various literature on inclusive education, including the Malawi Growth and Development Strategy (MGDS) II, Sustainable Development Goals (SDGs), United Nations (UN) based best practices and protocols, international conventions, international and local statutesand instruments, among other literature, which promote the right to education for all. The strategy identifies factors and levels that tend to exclude children from and within the education system and how these can be overcome in a bid to achieve real inclusive education.The strategy emphasizes on the need for all learners to learn in inclusive settings. The national strategy emphasizes on the need for networking and collaboration of players, and community participation. The book is organized into seven main sections: Part I: Introduction, Part II: Strategy Priority Areas, Part III: Strategies for the Implementation of Inclusive Education in Malawi, Part IV: Roles of Stakeholders in Inclusive Education, Part V: Implementation of the National Inclusive Education Strategy, Part VI: Monitoring and Evaluation Framework and Part VII: Costing and Work Plan of the National Inclusive Education Strategy. Part I, focuses on the overview, concept of inclusive education, exclusion and factors that exclude learners from the education system. Part II outlines the eight key priority areas, while part III focuses on the associated strategic outcomes. Part IV assigns roles to various stakeholders in delivering inclusive education, where as part V dwells on the participation, collaboration and cooperation of different players within identified time lines. Part VI looks at how tracking and monitoring of the overall implementation of the strategy will be done and finally, part VII describes the associated costs required to execute the National Inclusive Education Strategy as well as the implementation schedule and expected deliverables per year.

13

1. Introduction The Government of Malawi is committed to promoting equitable access to relevant and quality education at all levels, namely Early Childhood Development, Primary Education, Secondary Education, and Tertiary Education. Over the years, the Education Sector has been facing challenges of equity, access, quality,relevance governance and management1. As a response to the challenges facing the education sector, the Ministry of Education, Science and Technology has developed this National Inclusive Education Strategy (NIES). This is in response to the national education goals and objectives of promoting equity, access, quality, relevance ,governance and management. Furthermore, it responds to the UN conventions and agreements to which Malawi is party to. This NIES is a medium-term intervention aimed at promoting quality inclusive education at all education levels. It has a five-year lifespan from 2017 to 2021. The NIES builds on existing interventions, strategies and policies. These are, but not limited to the following: Free Primary Education (FPE), Complementary Basic Education (CBE), Child Friendly Schools (CFS), Primary School Improvement Programme (PSIP), Community Based Childcare Centres (CBCCs), Special Needs Education programmes, Inclusive Education projects, School Health and Nutrition, Community Based Rehabilitation (CBR) programmes, the National Education Standards (NES), Advocacy and Communications Strategy for Early Childhood Development in Malawi, Malawi Education Sector Improvement Project (MESIP), National Girls’ Education Strategy (NGES), and National Social Support Programme such as cash transfers, bursaries and loans. The development of the NIES was informed by a situational analysis and the review of related literature. Data was generated through consultative meetings with a wide range of stakeholders at national, divisional, district, zonal, school and community levels. Stakeholders including: Directors, Division and District Managers, Primary Education Advisors, Head teachers, Teachers, Learners, Parents and Community Leaders. Views were also obtained from Disability Service Providers, Civil Society Organisations (CSOs), Faith Based Organisations (FBOs), the Academia, and Development Partners. This National Inclusive Education Strategy begins with an overview of the education sector, which is followed by a brief explanation of the status of inclusive education in Malawi. This is followed by an outline of the strategic framework, which comprises vision, mission, purpose, guiding principles, objectives, strategies, activities, implementation plan and the monitoring and evaluation framework.

1Educator Sector Performance Report, 2013-2014

14

1.1. Overview of the Education Sector in Malawi The education sector in Malawi comprises of five sub-sectors. These are: Basic Education which consists of Early Childhood Development, Complementary Basic Education, Adult Literacy and Primary Education; Secondary Education, Teacher Education, Tertiary Education (Universities, Technical and Vocational Education) and cross cutting services2. The sector also provides various forms of special provisions for disadvantaged and vulnerable chidren and youths, including those with Special Educational Needs (SEN) and orphans.

From 2011 to 2016 the education sector has made some strides in areas of access, equity and gender parity in basic education sub-sector. At ECD level, there has been an increase in access to services. The Net Enrolment Rate (NER) for ECD has moved from 32% in 2011 to 40% in 2015. This suggests that 60% of ECD-aged children are still not accessing the services in the country3. The low participation rate at this level has implications for the development of cognitive skills in the early years of the learning cycle. This is evident in poor learning outcomes at primary school level.

At CBE level, the enrolment has almost doubled between 2014 and 2015 from 21,000 to 40,000 learners4. CBE is an important initiative to address issues of drop out and bring back learners into mainstream education. Despite yielding good results, the initiative is available in a few selected districts. This leaves out many drop outs in other districts; hence, perpetuating inequalities in education.

The primary education sub-sector registered an increase in the number of primary schools from 5,395 in 2011 to 5,864 in 2016, which represents 8.7% growth rate. The enrolment has increased from 4,034,220 (2,033,711 girls) in 2011 to 4, 901,009 (2,461,404 girls) learners in 2016. Furthermore, the enrolment of learners with special educational needs in primary education in 2016 was 120, 007 comprising 57,655 girls and 62,362 boys; the proportion of SNE learners slightly increased from 2.16% in 2011 to 2.4% in 2016. The population of orphans was at 411,804 comprising 202,996 girls and 208,808 boys.

Enrolment in secondary schools have been increasing over the years. According to EMIS data, enrolment has increased from 260,064 in 2012 to 351,651 in 2016 with the total number of girlsas 166,588. Out of the total enrolment, 1.5% represented learners with special educational needs, while 12.2% were orphans.

Despite the progress made so far, the education sector faces a myriad of challenges to achieve the set national educational goals and objectives. These are: gender inequality

2ESIP II 2013-2017 3EMIS Bulletins of 2011-2016 4The 2014/15 Education Sector Performance Report

15

in senior primary classes as well as post primary and tertiary levels, inequitable access for disadvantaged and vulnerable children, high-pupil classroom ratios, poor transition rates from primary to secondary and low learning outcomes, among others. It is a cause for concern that access to education continues to be a challenge to learners with diverse needs. Yet, education is a basic human right and a tool for realising other rights. This strategy seeks to address the challenges that have been highlighted above.

1.2. The Concept of Inclusive Education in Malawi

The concept of ‘Inclusive Education’ is relatively new all over the world including Malawi. For along time, Malawi has been associating Inclusive Educaiton with learners with SEN and disabilities. However, in this strategy the term “inclusive education” has been defined as a process of reforming the education system, cultures, policies and practices to address and respond to diverse needs of all learners5.

1.2.1. Exclusion From and Within the Education System Exclusion exists at all levels: early childhood development, primary, secondary and tertiary levels. The table below exemplifies groups of children/learners who are often excluded from and within the education system:

Table 1-1: Categories of Learners to be Excluded from the Education System

5UNESCO (2001) Open file on inclusive education. Paris: UNESCO

GROUPS OF CHILDREN LIKELY TO BE EXCLUDED FROM AND WITHIN THE EDUCATION SYSTEM Children with disabilities Children from poor families The girl-child Orphans children on the streets children who head households child labourers children suffering from chronic

diseases Malnourished children Children who are gifted and talented Children with albinism

Children in gender biased families/communities

Children from geographically disadvantaged areas

Abused and neglected children Children living with and affected by

HIV/AIDS Children displaced or affected by

natural calamities e.g. droughts, floods Children of parents with disabilities Working children Children in conflict with the law Teenage/adolescent mothers

16

1.2.2. Factors that Exclude Learners from and Within the Education Sector in Malawi

Factors that either exclude learners from and/or within the education system include:

Inaccessible school infrastructure, including classrooms, sanitation facilities, water points, playgrounds and fences around the schools.

Negative attitudes and cultural beliefs. Lack of counselling and psychosocial support services at school and community

levels Disparities in the provision of social support such as cash transfer and bursaries. Teachers’ lack of experience, skills and knowledge to teach diverse classrooms

e.g. use of sign language, curriculum differentiation skills. Stigma and discrimination Lack of appropriate assistive devices Lack of learning support / teaching assistants Lack of early identification, assessment and intervention services Teachers lacking motivation. Inadequate teaching-learning and specialized materials. Understaffing, large class sizes and inadequate numbers of classrooms in

schools. Poverty. Long distance to schools. Limited capacity for inclusive education at different levels. Need for inclusive education guidelines and code of ethics

An effective education system should be responsive to learner diversities and discourage exclusion. It is in this regard, that MoEST has developed this strategy to address inequalities in education and improve quality at all levels. 1.2.3. Capacity for Inclusive Education in Malawi

MoEST has the mandate to promote inclusive education at all education levels. However, the success of inclusive education in Malawi depends on a number of factors including human, financial and materials resources, legislation and policy frameworks; curriculum and pedagogy, training and support for teachers, access to school infrastructures as well as attitudinal barriers6. In addition, the administrative support systems and structures of MoEST at all levels are significant to the implementation of inclusive education in Malawi. The current management systems and structures at headquarters, division, district and zonal levels need to be strengthened and realigned to inclusive education since services such as planning, procurement, accounting, school inspection and advisory and capacity building of teachers affect the implementation of inclusive education.

6WHO & World Bank (2011) World Report on Disability. WHO

17

A well trained personnel is an important aspect of inclusive education. These include teachers, caregivers and support staff. According to education data7, there are 71,394 and 14, 497 primary and secondary school teachers, respectively. At primary education level, representing a teacher: learner ratio of 1:68, and 1:65 at secondary education level. At ECD level, there are only 32,500 care givers. Going by the number of teachers and caregivers, there is need for additional well-trained personnel to implement inclusive education at all levels, successfully. Analysis of existing teacher education programmes for primary and secondary education has shown that both initial and continuing professional development rarely prepares teachers to teach inclusively8.

Further analysis reveals that existing teacher education programmes focus more on special needs education rather than inclusive education. Similarly, most of the caregivers have no training and work on voluntary basis. The shortage of well-qualified personnel at basic as well as secondary education compromises quality of education for all. There is need to build capacity for inclusive education at all levels in Malawi, so that Teacher Training Colleges (TTCs) and Montfort College can intergrate inclusive education into the existing curricula. A more inclusive education system requires teachers and caregivers who have knowledge, skills, values and beliefs to enable them to teach learners with diverse needs.

School infrastructure is another important aspect in inclusive education. These include: classrooms, sanitation facilities, play grounds as well as water points. Studies have shown that school infrastructure has direct impact on access, quality and equity of education. Extant data indicates that school infrastructure in Malawi still remains a challenge. This is evident from the shortage of classrooms, sanitation facilities, water points as well as play grounds within the education sector. EMIS data indicates that there is a shortage of toilets in the schools, particularly for girls9. The absence of sanitation facilities such as toilets and water creates unhealthy and uncomfortable environments, especially for girls and those with disabilities. EMIS data still indicates that the classrooms in most secondary schools are overcrowded. All new infrastructure development, should have child, disability and gender friendly designs. In addition to contractors, communities and councils need to know the importance of Child, Disability and Gender Friendly Infrastructure.

1.2.4. Legal and Policy Frameworks that support Education for All This strategy responds to both local and international conventions which promote the right to education for all. Below are some of the international instruments to which Malawi is party to.

7EMIS 2015 8Consortium for Inclusive Education Malawi (CIEM), 2013 9EMIS 2015

18

1.2.4.1. International Protocols and Conventions UN Convention on the Rights of the Child (1989) outlines the right to education

for all children to achieve the greatest degree of self-reliance and social integration.

African Charter on the Rights and Welfare of the Child (1999) commits members of the African Union to realise the right for every child to education.

UN Convention on the Rights of Persons with Disabilities (2006) Article 24 of the convention recognizes the right of persons with disabilities to education in an Inclusive Education system. In addition, the following international instruments though not binding are critical to the development of inclusive education.

Jomtien World Declaration on Education for All (1990) highlights the commitment to a child-centred pedagogy where individual differences are accepted as a challenge and not as a problem.

Salamanca Statement and Framework for Action (UNESCO, 1994) reinforces

schools’ obligation to accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions.

Dakar Education For All Framework for Action (UNESCO, 2000) highlights the

importance of Inclusive Education, and reiterates that “the inclusion of children with various educationally disadvantaged positions, such as children with special educational needs, from ethnic minorities, remote communities, and others excluded from education, must be an integral part of strategies to achieve universal primary education”.

UN Sustainable Development Goals (2015) promotes access and affordable

education for all boys and girls at all levels including vocational training for vulnerable groups. It further emphasizes on the need to build conducive learning environments and upgrade existing education facilities for them to be child, disability and gender sensitive.

1.2.4.2. National Legal and Policy Frameworks The Constitution of the Republic of Malawi (1995) provides for the right to education for all citizens. Chapter IV, Section 20 prohibits discrimination of any form.

Child Care, Protection and Justice Act (2010) makes provision for child care and protection and for child justice; and for matters of social development of the child and for connected matters.

The Disability Act (2012) prohibits discrimination of persons with disabilities in education and training. It states that, “Government shall recognize the rights of persons with disabilities to education on the basis of equal opportunity and ensure an inclusive education system and lifelong learning”.

19

The Education Act (2013); stipulates that education in Malawi, should be for all people irrespective of any discriminatory characteristics such as race, disability, ethnicity or gender. It strives for accessible, equitable , relevant and inclusive education.

Vision 2020 represents Malawi’s long term development strategy. Chapter 7, Section 7.2.2 of the vision makes a provision for inclusion of learners with disabilities at all levels of education. It sets strategic options with regard to the improvement of SNE and thus ensures appropriate designs to cater for people with disabilities.

Malawi Growth and Development Strategy II (2011-2016) provides priority areas and strategies for addressing prevailing development challenges. The document commits GoM to promoting an enabling environment for girls and learners with SEN. In addition, it acknowledges the challenges being faced in including children with SEN in mainstream schools.

The National Education Strategic Plan (NESP, 2008-2017) addresses the issue of both equity and access to education. NESP commits GoM to addressing most of the challenges relating to education, including those related to learners with SEN.

Special Needs Education Implementation Guidelines (2008) recognizes education as a basic human right. It focuses on eight priority areas: early identification, assessment and intervention, advocacy, care and support, management, planning and financing, access, quality, equity and relevance.

National Education Standards-Primary and Secondary Education (2015) specify expected outcomes for learners which should be delivered by all education providers in public and private institutions.

National Policy on the Equalization of Opportunities of Persons with Disabilities (2006) supports and encourages inclusive education, provision of assistive devices, adaptation of communication systems, training of specialist teachers, inclusion of SNE in teacher training curriculum and establishment of accessible resource rooms in schools.

National Policy on Early Childhood Development (2006) has a number of guiding principles one of which is that “No child shall be discriminated on the basis of age, sex, race, health status, economics, religious or political affiliation in the provision of ECD services by any organization”. However, the policy lacks commitment to inclusive education by failing to provide implicit provisions for early intervention in ECD for children with diverse needs. This denies CBCCs the opportunity to contribute to inclusive education practices.

National Youth Policy (2013) provides interventions for both in school and out of school youths.

20

National Gender Policy (2011) seeks to mainstream gender issues in the national development process to enhance participation of boys and girls, women and men for the attainment of sustainable and equitable development.

The above instruments portray an environment favourable for the implementation of inclusive education in Malawi.

2. Strategy Priority Areas The strategy identifies the 8 key areas to be addressed in order to make inclusive education a reality in Malawi. These are:

i. Capacity for Inclusive Education ii. Governance and Management of Inclusive Education

iii. Learner identification and assessment iv. Inclusive Education Management Information System v. Teacher Education and Motivation

vi. Partnerships for inclusive education vii. Enabling environment for teaching and learning

viii. Financing Inclusive Education

3. Strategies for the Implementation of Inclusive Education in Malawi This section provides strategic outcomes, strategies and activities to guide the implementation of inclusive education in the country.

3.1.

SSt

rate

gic

Out

com

es

Tabl

e 3-

1: O

utco

mes

, str

ateg

ies

and

activ

ities

.

Stra

tegi

c Is

sue(

s)

Out

com

e

Stra

tegy

A

ctiv

ity

Cap

acity

fo

r IE

Incr

ease

d ca

paci

ty

for

IE

Cre

ate

awar

enes

s on

IE

In

crea

se h

uman

ca

paci

ty fo

r IE

Pre

pare

IE

aw

aren

ess

rais

ing

tool

s e.

g. m

anua

l, br

ochu

res,

ra

dio/

TV p

rogr

amm

es.

O

rient

te

ache

rs,

care

give

rs,

teac

her

educ

ator

s,

educ

atio

n m

anag

ers,

ins

pect

ors,

adv

isor

s, P

EA

s, c

omm

unity

mem

bers

an

d le

arne

rs o

n IE

.

R

evie

wth

e ro

le o

f the

Dep

artm

ent o

f Spe

cial

Nee

ds E

duca

tion,

D

epar

tmen

t of

Tea

cher

Edu

catio

n an

d D

evel

opm

ent,

, sp

ecia

l sc

hool

s an

d un

its, a

nd M

ontfo

rt S

NE

Col

lege

Rev

iew

the

job

desc

riptio

n fo

r spe

cial

ist t

each

ers

Tr

ain

and

recr

uit t

each

ers,

car

egiv

ers

and

supp

ort a

ssis

tant

s fo

r IE

Sup

port

mob

ility

of it

iner

ant t

each

ers

G

over

nanc

e an

d M

anag

emen

t of

IE

Impr

oved

go

vern

ance

an

d m

anag

emen

t of

IE.

Stre

ngth

en

gove

rnan

ce a

nd

man

agem

ent

of

IE

D

raft

polic

y st

atem

ent o

n IE

and

circ

ulat

e to

sch

ools

, A

dvoc

ate

for

IE f

unct

ions

to

be i

ncor

pora

ted

in t

he f

unct

iona

l re

view

Dis

sem

inat

e IE

stra

tegy

and

mon

itor i

mpl

emen

tatio

n;

Est

ablis

h an

inte

rmin

iste

rial T

WG

on

IE

Tr

ain

scho

ol m

anag

ers

and

adm

inis

trato

rs o

n IE

man

agem

ent

and

adm

inis

tratio

n.

Lear

ner

iden

tific

atio

n,

Enh

ance

d sk

ills

in

Stre

ngth

en

the

Dev

elop

iden

tific

atio

n to

ols

for

asse

ssin

g le

arne

rs w

ith d

iver

se

need

s.

22

Stra

tegi

c Is

sue(

s)

Out

com

e

Stra

tegy

A

ctiv

ity

asse

ssm

ent

and

case

m

anag

emen

t

lear

ner

iden

tific

atio

n,

asse

ssm

ent

iden

tific

atio

n sy

stem

fo

r di

vers

e le

arne

rs.

Equ

ip e

duca

tors

w

ith

skill

s in

as

sess

men

t and

cu

rricu

lum

di

ffere

ntia

tion.

S

et u

p a

refe

rral

syst

em t

o fa

cilit

ate

clin

ical

and

psy

chos

ocia

l as

sess

men

ts,a

s w

ell a

s ca

se m

anag

emen

t.

Tr

ain

care

give

rs, t

each

ers,

and

teac

her e

duca

tors

on

the

use

of

lear

ner d

iver

sity

ass

essm

ent t

ools

.

Pro

cure

app

ropr

iate

ass

istiv

e de

vice

s e.

g. w

heel

cha

irs, h

earin

g ai

ds, m

agni

fiers

.

Tr

ain

educ

ator

s on

ass

essm

ent a

nd c

urric

ulum

diff

eren

tiatio

n to

su

it le

arne

rs w

ith d

iver

se n

eeds

;

Incl

usiv

e E

duca

tion

Man

agem

ent

Info

rmat

ion

Sys

tem

Dev

elop

ed

Incl

usiv

e E

duca

tion

Man

agem

ent

Info

rmat

ion

Sys

tem

Ens

ure

avai

labi

lity

of

relia

ble

and

accu

rate

da

ta

for

plan

ning

, m

onito

ring,

ev

alua

tion

and

reso

urci

ng

of

incl

usiv

e ed

ucat

ion

with

in

EM

IS.

Rev

iew

dat

a co

llect

ion

tool

s.

Tr

ain

EM

IS s

taff

at n

atio

nal,

dist

rict a

nd z

onal

leve

ls in

incl

usiv

e da

ta m

anag

emen

t.

Orie

nt e

duca

tors

and

adm

inis

trato

rs o

n in

clus

ive

data

col

lect

ion.

Col

lect

dat

a on

lear

ners

with

div

erse

nee

ds a

nd d

isag

greg

ate

it ba

sed

on e

mer

ging

lear

ning

nee

ds.

O

rient

edu

cato

rs a

nd a

dmin

istra

tors

on

the

anal

ysis

of d

ata

and

inte

rpre

tatio

n an

d us

e of

resu

lts

P

rocu

re a

nd in

stal

l Virt

ual P

rivat

e N

etw

ork

(VP

N) t

o lin

k na

tiona

l da

ta b

ase

with

all

dist

ricts

Sup

port

phas

ed m

obile

Info

rmat

ion

Tech

nolo

gy to

tran

sfer

dat

a fro

m s

choo

ls to

DE

MS

and

hea

dqua

rters

Stre

ngth

en r

ecor

d m

anag

emen

t at

sch

ool

leve

l on

lea

rnin

g ne

eds.

Te

ache

r ed

ucat

ion

and

Impr

oved

te

ache

r

Dev

elop

ef

fect

ive

teac

her

Rev

iew

bot

h pr

e-se

rvic

e an

d sp

ecia

l ne

eds

teac

her

educ

atio

n cu

rricu

lain

al

ignm

ent

with

th

e pr

inci

ples

an

d pr

actic

es

of

23

Stra

tegi

c Is

sue(

s)

Out

com

e

Stra

tegy

A

ctiv

ity

mot

ivat

ion

educ

atio

n an

d m

otiv

atio

n fo

r IE

and

care

give

r sk

ills

for

incl

usiv

e ed

ucat

ion.

incl

usiv

e ed

ucat

ion.

Dev

elop

inc

lusi

ve e

duca

tion

train

ing

man

ual

for

EC

D,

prim

ary

and

seco

ndar

y te

ache

r edu

catio

n.

C

ondu

ct C

PD

s fo

r tea

cher

edu

cato

rs o

n IE

Dev

elop

mod

ules

for

inc

lusi

ve e

duca

tion

for

Ear

ly C

hild

hood

D

evel

opm

ent,

teac

her t

rain

ing

colle

ges

and

univ

ersi

ties.

E

ngag

e w

riter

s an

d pu

blis

hers

to

prod

uce

IE s

uppl

emen

tary

m

ater

ials

.

Intro

duce

re

war

ding

sy

stem

fo

r ed

ucat

ors

in

EC

D,

prim

ary

and

seco

ndar

y sc

hool

s

In

trodu

ce a

rew

ardi

ng s

yste

m fo

r edu

cato

rs a

nd c

areg

iver

s.

C

reat

e m

ore

esta

blis

hed

post

for

spe

cial

ist

teac

hers

, pr

ovid

ing

mor

e op

portu

nitie

s fo

r tra

inin

g an

d de

velo

pmen

t of c

aree

r pat

h.

P

rom

ote

prof

essi

onal

dev

elop

men

t for

IE.

Par

tner

ship

s fo

r IE

Impr

oved

pa

rtner

ship

s fo

r IE

at

di

ffere

nt

leve

ls.

Est

ablis

h ne

twor

king

, co

ordi

natio

n an

d co

llabo

ratio

n of

pl

ayer

s in

IE

M

ap a

nd d

evel

op in

clus

ive

educ

atio

n di

rect

ory

of s

take

hold

ers

in M

alaw

i. C

reat

e co

mm

ittee

s an

d ap

poin

t fo

cal

pers

ons

to c

oord

inat

e,

regu

late

, ev

alua

te

and

repo

rt im

plem

enta

tion

of

incl

usiv

e ed

ucat

ion

at n

atio

nal,

divi

sion

, dis

trict

, zon

e an

d sc

hool

leve

ls.

H

old

quar

terly

mee

tings

for

sta

keho

lder

s on

IE

at

diffe

rent

le

vels

.

Sup

port

advo

cacy

gro

ups

with

in C

SO

s fo

r IE.

Con

duct

col

labo

rativ

e re

sear

ch o

n IE

(in

cudl

ing

trace

r st

udie

s fo

r st

uden

ts a

nd g

radu

ates

with

dis

abili

ties)

with

gov

ernm

ent,

corp

orat

e se

ctor

, DP

s, D

PO

s, C

SO

s an

d th

e ac

adem

ia.

E

mpo

wer

pa

rent

s an

d

Dev

elop

aw

aren

ess

train

ing

man

ual f

or IE

.

Trai

n S

MC

s, P

TAs

and

mot

her

grou

ps o

n th

eir

role

to

supp

ort

24

Stra

tegi

c Is

sue(

s)

Out

com

e

Stra

tegy

A

ctiv

ity

com

mun

ity

lead

ers

to

pr

omot

e IE

IE.

Tr

ain

and

sens

itize

com

mun

ity le

ader

s on

the

ir ro

le t

o su

ppor

t IE

Trai

n co

mm

uniti

es a

nd p

aren

ts o

n sa

fegu

ardi

ng c

hild

ren

with

al

bini

sm;

E

nabl

ing

envi

ronm

ent

for

teac

hing

an

d le

arni

ng

Impr

oved

te

achi

ng

and

lear

ning

en

viro

nmen

t

Ada

pt

exis

ting

curri

culu

m,

met

hodo

logy

, te

achi

ng

and

lear

ning

m

ater

ials

to

in

corp

orat

e IE

.

D

evel

op a

han

dboo

k on

cur

ricul

um d

iffer

entia

tion.

Pro

cure

inc

lusi

ve t

each

ing

and

lear

ning

mat

eria

ls i

n di

ffere

nt

form

ats

e.g.

bra

ille,

larg

e pr

int t

extb

ooks

Pro

vide

and

trai

n si

gn la

ngua

ge in

terp

rete

rs, b

raill

e tra

nscr

iber

s an

d no

te ta

kers

.

Fina

lize

and

diss

emin

ate

sign

lang

uage

dic

tiona

ry.

Equ

ip

educ

ator

s,

care

give

rs,

lear

ners

, sc

hool

co

mm

uniti

es

with

kn

owle

dge

and

skills

to

su

ppor

t in

clus

ive

educ

atio

n

Tr

ain

teac

hers

in in

clus

ive

psyc

hoso

cial

sup

port,

chi

ld p

rote

ctio

n an

d lif

e sk

ills d

evel

opm

ent.

D

isse

min

ate

Chi

ld P

rote

ctio

n po

licy

to s

take

hold

ers.

Orie

nt

lear

ners

on

ch

ild

safe

guar

ding

rig

hts,

lif

e sk

ills

and

prot

ectio

n is

sues

Re-

orie

nt te

ache

rs o

n th

e co

de o

f con

duct

.

Trai

n le

arne

rs

and

teac

hers

on

pe

er-to

pe

er

lear

ning

an

d su

ppor

t.

Con

stru

ct

and

Reh

abili

tate

in

frast

ruct

ure,

w

ater

an

d sa

nita

tion

faci

litie

s

C

ondu

ct n

atio

nal

phys

ical

aud

it ex

erci

se t

o es

tabl

ish

whe

ther

th

e in

frast

ruct

ures

and

fac

ilitie

s ar

e ch

ild,

disa

bilit

y an

d ge

nder

fri

endl

y .

D

isse

min

ate

and

dist

ribut

e gu

idel

ines

for

phy

sica

l ac

cess

for

bu

ildin

gs a

nd f

acilit

ies

to d

istri

ct c

ounc

ils a

nd o

ther

rel

evan

t in

stitu

tions

.

Reh

abilit

ate

and/

or

cons

truct

edu

catio

n in

frast

ruct

ure

– to

ilets

, ur

inal

are

as, p

layg

roun

ds, w

ater

poi

nts

and

reso

urce

cen

tres.

25

Stra

tegi

c Is

sue(

s)

Out

com

e

Stra

tegy

A

ctiv

ity

E

stab

lish

pre-

voca

tiona

l sk

ills u

nits

at

reso

urce

cen

tres

and

spec

ial s

choo

ls

D

evel

op

and

diss

emin

ate

guid

elin

es

for

incl

usiv

e m

odel

re

sour

ce c

entre

s.

C

onst

ruct

a c

olle

ge t

o be

a s

peci

aliz

ed i

nstit

ute

on I

nclu

sive

E

duca

tion

Fi

nanc

ing

Incl

usiv

e E

duca

tion

Incr

ease

d fu

ndin

g fo

r IE

Mob

ilize

re

sour

ces

for I

E

Dev

elop

a re

sour

ce m

obili

zatio

n st

rate

gy fo

r IE

.

Dis

sem

inat

e th

e re

sour

ce

mob

ilizat

ion

stra

tegy

on

IE

to

G

over

nmen

t, D

Ps,

NG

Os,

and

the

priv

ate

sect

or.

A

dvoc

ate

and

lobb

y fo

r ade

quat

e re

sour

ces

for I

E.

4. Roles of Stakeholders in Inclusive Education The success of IE largely depends on support from different players and stakeholders. These include but not limited to the following: Government of Malawi, NGOs, DPs, CSOs, FBOs, academia, the corporate sector and learners, parents and local community.

4.1. Ministry of Education, Science and Technology The MoEST shall take a leading role in management, coordination and regulation the implemention of inclusive education to ensure quality service delivery. In particular, the units within the Ministry shall perform the following roles and responsibilities: Headquarters

Reinforce existing education policies and laws to embrace inclusive education principles.

Transform the current education system into a unified system which can respond to the needs of all learners.

Lobby Ministry of Finance to allocate more resources for inclusive education. Strengthen supervision, monitoring and evaluation of inclusive education to

ensure quality and relevance. Strengthen collaborative research and documentation in the area of inclusive

education. Strengthen national and international partnerships in the implementation of IE Ensure the incorporation of inclusive education indicators in the Education

Management Information System. Ensure that the national curricula at all education levels respond to diverse needs

of learners Strengthen capacity building in the education sector on inclusive education Strengthen referral systems at all levels to respond to learner diversity. Develop annual work plan for implementation of NIES. Strengthen the coordination role of the Department of Special Needs Education. Establish pre-vocational skills units at resource centres and special schools. Decentralized management of IE services to the local authorities.Budget and

expenditure tracking of IE interventions at local authorities. Conduct tracer studies for graduates with disabilities and ensure equity in training

and employment prospects by liasing with relevant authorities Education Division Offices

Coordinate inclusive education activities in the division. Report on IE issues to MoEST headquarters. Provide advisory and inspection services in the division with emphasis on IE. Monitoring inclusive education activities in the division

26

27

Collaborate with DEMs in identification of IE students in secondary schools and allocation to schools with child, disability and gender friendly environments and/or near resource centres

Ensure that secondary schools are incorporating Inclusive Education in teaching and learning and other day-to-day activities.

Develop annual work plan for implementation of NIES District Education Offices

Ensure the district education plans, programmes and budgets are inclusive. Ensure equitable deployment of specialist teachers across the education zones Strengthen the capacity of district education management and supervisory teams

on IE. Coordinate and regulate the implementation of IE in the district. Collect data on IE in the district and facilitate flow of data between schools and

MoEST headquarters; Submit quarterly reports on IE to headquarters. Ensure accessibility of school infrastructure and facilities. Coordinate assessment and referral activities. Coordinate collaboration between special schools and mainstream schools. Develop annual work plan for implementation of NIES

Education Zone Offices

Provide supervisory, advisory and mentorship services to teachers on IE. Advise other stakeholders in the zone on IE. Maintain data on learners with diverse needs. Guide head teachers on the identification of learners with diverse needs. Ensure equitable distribution of teachers in the zone. Promote reflective teaching in pursuitof IE. Coordinate school screening activities. Conduct regularschool based and zonal based CPDs on IE. Ensure that master trainers are inducted on IE. Set up IE teams at school and zonal levels. Develop annual work plan for implementation of NIES

Mainstream Schools

Enroll and teach learners with diverse needs. Identify learners with diverse needs. Document and keep records on learners with diverse needs. Provide appropriate care and support to learners with diverse needs. Make assessment referrals where necessary. Collaborate with local communities on IE issues. Create enabling environments for diverse learners. Conduct school-based CPDs. Incorporate NIES in school planning.

28

Establish and/or strengthen child, protection mechanisms to ensure rights of learners with diverse needs are safeguarded

Provide remedial lessons to learners with diverse needs that have transitioned to mainstream schools and the existing learners with diverse needs.

Special Schools and Resource Centres

Build necessary skills, like Braille/Sign language, daily living skills, language skills for students with diverse needs.

Build skills for mainstream teachers to teach and manage learners with diverse needs.

Provide technical support on assessment of learners with diverse needs. Conduct collaborative screening exercises in schools. Collect data on learners with diverse needs. Establish and/or strengthen child, protection mechanisms to ensure rights of

learners with diverse needs are safeguarded Collaborate closely with parents in developing individualized education plans and

in supporting learning of learners with diverse needs. Promote pre-vocational skills in resource centres and special schools.

Link learners that are not able to transition to mainstream schools with TEVET institutes and other relevant institutions. Learners

Provide peer to peer support. Identify peers who dropped out of school and those who have never been to

school. Identify and suggest solutions to barriers to learning and participation. Report any cases of abuse or discrimination to parents, community leaders as

well as school management. Participate in the promotion of inclusive education through awareness raising.

Tertiary Education Institutions

Ensure learning institutions cater to the needs of diverse students with regards to infrastructure, curriculum, teaching and learning

Use affirmative action on selection criteria for girls and students with disabilities and adopt non discrimination policies to ensure equitable access to tertiary education

Support research activities on issues of IE Strengthen student support services for inclusive teaching and learning

29

4.2. Malawi Institute of Education Ensure the national curricula at all educational levels are responsive to the needs

of diverse learners. Conduct in-service training for teachers and administrators on inclusive

education. Coordinate the process of developing teaching and learning materials to ensure

inclusivity. Provide leadership on text book evaluation to ensure inclusivity.

Provide guidance on the choice of supplementary text books for IE.

4.3. Malawi National Examinations Board Develop and conduct inclusive examinations at primary, secondary, teacher

education levels and technical and vocational training in different formats to respond to learner diversity .

Collect data on candidates with diverse needs to inform the development of examination items and determine special provisions.

Engage SNE and IE experts in the setting of examination items, invigilation and marking.

Develop guidelines for inclusive assessment modes.

4.4. Ministry of Health Conduct early identification and early intervention services.Conduct regular

school clinics to identify children with health problems and disabilities. Provide micronutrients, deworming, eye screening and other health services

to affected learners Use community based rehabilitation approaches to enhance inclusive

education. Conduct growth monitoring and assessment for ECD aged children Provide psychosocial support to vulnerable children. Sensitize students on where to access pediatric and youth friendly health

services Facilitate or provide appropriate assistive devices to learners with disabilities. Conduct trainings to teachers and parents in different areas of disability. Provide guidance and counselling services. Facilitate linkage to appropriate referral services.

4.5. Ministry of Gender, Children, Disability and Social Welfare Provide inclusive ECD services to children with diverse needs. Strengthening protection and safeguarding of children. Provide psychosocial support to children. Provide social support programmes e.g. Cash Transfers and busaries. Rehabilitation of children who are in conflict with the law as well as street

children.

30

Strengthen the roles and activities of Malawi Council for the Handicapped (MACOHA) and other relevant parastals for rehabilitation services.

Strengthen the roles and activities of approved schools for diversion and reformatory services.

4.6. Disability and Psychosocial Service Providers Provide rehabilitation services, inclusive vocational skills and training. Facilitate provision of assistive devices. Provide psychosocial support services. Provide screening and referral services. Provide medical services to children with diverse needs Conduct awareness raising on issues affecting IE

4.7. Civil Society Organisations including NGOs, the Private Sector, DPOs and FBOs Lobby and advocate for IE and complement implementation of NIES. Lobby for inclusive policies and practices within the education sector. Support government in the provision of inclusive vocational skills training and

capacity building. Assist government in resource mobilization. Mobilize and educate communities on IE. Support collaborative research into issues on IE. Uphold implementation of child, gender and disability friendly policies and

practices, including appropriate language and designs at school and community.

4.8. Development Partners Provide technical, material and financial support to implement inclusive education

activities at all levels of education Promote better coordination strategies among partners to avoid duplications in

inclusive education programmes, wastage of resources and inefficiency. Create a forum where different partners in inclusive education can share

experiences in the implementation of inclusive education. Support research activities in order to improve the delivery of inclusive education.

4.9. Parents and Community Promote care and support services. Assist in identification of children with diverse needs. Protect children from abuse and violence Encourage all children to go to and remain in school till completion. Help their wards with their homework. Contribute to individualized education plans and support in learning of their

wards with diverse needs Participate in school improvement and rehabilitation activities. Advocate the interest of the wards at the school level

31

4.10. Political, traditional and religious leaders Mobilise the community to participate in the development of the school e.g.

moulding bricks, construction of accessible classrooms and sanitation facilities. Enforce legislation, and by-laws that aimto promote IE. Sensitize parents on the importance of inclusive education

5. Implementation of the National Inclusive Education Strategy The implementation of the strategy will involve the participation, collaboration and cooperation of different players within and outside the education sector. The classification of the key responsible players is based on their mandates. The matrix provided indicates outcomes, strategies, responsible players and the timeframe to achieve the overall goal of the strategy.

Table 5-1:Priority Areas for IE

Priority Area 1: Capacity for Inclusive Education Outcome Strategy Responsibility Time Frame

1. Increased

capacity for IE 1.1. Create

awareness on IE MoEST, CSOs, NGOs, DPOs and CBOs

2017-2021

1.2. Increase human capacity for IE

MoEST, MoGCDSW, DPs

2017-2020

Priority Area 2: Governance and Management of Inclusive Education 2. Improved

governance and management of IE

2.1. Strengthen governance and management of IE

MoEST, MoGCDSW, PTAs, SMCs, Mother Groups, Board of Governors, University Council, College Principals

2017 - 2021

Priority Area 3: Learner Identification and Assessment 3. Enhanced skills

in learner identification and assessment

3.1. Strengthen the identification system for diverse learners

MoH, MoEST, DEMs Office, EDMs Office, TTCs, HEIs, MoGCDSW

2017 – 2020

3.2. Equip educators with skills in

MoEST, MIE, TTCs

32

assessment and curriculum differentiation

Priority Area 4: Inclusive Education Management Information System

4. Develop Inclusive Education Management Information System

4.1. Ensure availability of reliable and accurate data for planning, monitoring, evaluation and resourcing of inclusive education within EMIS

MoEST, DPs, Resource Centre

2016 -2010

Priority Area 5: Teacher Education and Motivation

5. Improved teacher education and motivation for IE

5.1. Develop effective teacher education programmes for IE

MoEST, MoGCDSW, DPs, NGOs, Private Sector, FBOs, NCHE, MIE, Universities, TTCs

2016 - 2020 2016 - 2020

5.2. Introduce rewarding system for teachers and caregivers

MoEST, MoGCDSW, Private Sector, FBOs, NGOs, DPs

Priority Area 6: Partnerships for Inclusive Education

6. Improved partnerships for IE

6.1. Establish networking coordination and collaboration of IE players

MoEST, MoGCDSW, DPs, DPOs, CSOs, TTCs, Universities

2016 2020

6.2. Empower parents and community leaders to promote IE

MoEST, NGOs, CSOs, DPs, DPOs, MoGCDSW, Private Sector

2016 2020

Priority Area 7: Enabling environment for inclusive education

33

7. Improved teaching and learning environment

7.1. Adapt existing curriculum, methodology, teaching and learning materials to incorporate IE

MoEST, MoGCDSW, NGOs, DPs, DPOs, Private Sector, MIE, MANEB, HEIs

2016 - 2020

7.2. Equip educators caregivers, learners and communities with knowledge and skills to support IE

MoEST, MoGCDSW, NGOs, DPs, DPOs, Private Sector, MIE, MANEB, HEIs

2016 - 2020

7.3. Construct and rehabilitate infrastructure, water points sanitation facilities and resource centres

MoEST, MoGCDSW, NGOs, DPs, DPOs, Private Sector, FBOs, District Councils

2016 - 2020

Priority Area 8: Financing Inclusive Education

Increased funding for IE

8.1. Mobilize resources for IE

MoEST, MoGCDSW, NGOs, DPs, DPOs, Private Sector, FBOs, Ministry of Finance

2016 - 2020

6. Monitoring and Evaluation Framework This framework has been developed to easily track the overall implementation of the strategy. It has indicators and targets on which the progress will be measured. This will assist in monitoring the planned activities and documentation of the outcomes at national, divisional, district, zonal and school levels. MoEST will collaborate with other ministries, NGOs, CSOs, DPOs, and DPs to ensure effective implementation of this framework. Furthermore, the Ministry will be responsible for monitoring the implementation of the strategy at all education levels in collaboration with district education management team. It will ensure that the contents of the strategy are mainstreamed in the education budgets, strategic and routine programmes at all education levels.

34

District education plans, programmes and budgets will be aligned to this strategy. The DEM’s office will draw monitoring and evaluation plans from this strategy for effective implementation. The office will be required to conduct regular meetings, and submit quarterly reports to Ministry headquarters. At school level, head teachers and SMCs will be responsible for managing the implementation of IE in collaboration with key stakeholders. They will be assisted by the PEAs to draw inclusive school improvement plans from the district inclusive education plan. Mid-term evaluation will be carried out by MoEST in collaboration with other education stakeholders to review the relevance, efficiencyand effectiveness of the strategy. The final evaluation will be conducted at the end of the five-year period to determine the impact of the strategy on the education system in relation to IE principles. The table below outlines M&E framework for the implementation of the strategy.

Impa

ct

Impr

oved

Lit

erac

y Le

vels

for

All

Mal

awia

ns ir

resp

ecti

ve o

f any

dis

crim

inat

ory

char

acte

rist

ics

Stra

tegi

c O

utco

me

1.0

Incr

ease

d ca

paci

ty fo

r In

clus

ive

Educ

atio

n O

utco

me

Targ

et 1

.1

Lear

ners

wit

h SE

N in

pri

mar

y ed

ucat

ion

incr

ease

d fr

om 2

.4%

to 2

.7%

by

2021

O

utco

me

Targ

et 1

.2

Lear

ners

wit

h SE

N in

sec

onda

ry e

duca

tion

incr

ease

d fr

om 1

.5%

to 2

.0%

by

2021

O

utco

me

Targ

et 1

.3

Stud

ent w

ith

SEN

in t

erti

ary

educ

atio

n in

crea

sed

Out

com

e Ta

rget

1.4

V

urne

rabl

e le

arne

rs in

the

educ

atio

n sy

stem

incr

ease

d at

all

leve

ls

Out

put N

o.

Indi

cato

r Ba

selin

e (2

016)

O

utpu

t Tar

gets

20

17

2018

20

19

2020

20

21

Out

put 1

N

umbe

r of

SN

E le

arne

rs in

pr

imar

y sc

hool

s 12

0,00

7 12

3,60

7 12

7,31

5 13

1,13 5

133,

233

135,

008

Out

put 2

N

umbe

r of

orp

hans

in p

rimar

y sc

hool

s 41

1,80

4 43

0,00

0 44

5,00

0 46

0,00 0

485,

000

500,

000

Out

put

Num

ber

of s

tree

t sch

ool a

ge

child

ren

supp

orte

d N

/A

6,00

0 5,

000

4,00

0 3,

000

3,00

0

Out

put 3

N

umbe

r of

SN

E le

arne

rs in

se

cond

ary

scho

ols

5,28

9 6,

200

7,20

0 8,

400

9,80

0 11

,000

Out

put 4

N

umbe

r of

sec

onda

ry s

choo

l le

arne

rs r

ecei

ving

bur

sarie

s an

d ca

sh tr

ansf

ers

each

yea

r

14,4

49

16,5

00

18,0

00

19,5

00

21,0

00

22,5

00

Out

put 5

Pe

rcen

tage

of n

eedy

stu

dent

s w

ith a

cces

s to

uni

vers

ity lo

ans

per

year

50%

52

%

55%

60

%

65%

70

%

36

Out

put N

o.

Indi

cato

r Ba

selin

e (2

016)

O

utpu

t Tar

gets

20

17

2018

20

19

2020

20

21

Out

put 6

Pe

rcen

tage

of S

NE

and

OVC

st

uden

ts e

nrol

led

in h

ighe

r ed

ucat

ion

inst

itute

s

N/A

1%

1%

1.

1%

1.2%

1.

2%

Out

put 7

N

umbe

r of

reso

urce

cen

tres

co

nstr

ucte

d fo

r pr

imar

y sc

hool

s pe

r ye

ar

2 1

1 1

1 1

Out

put 8

N

umbe

r of

reso

urce

cen

tres

co

nstr

ucte

d fo

r se

cond

ary

scho

ols

0 1

1 1

1 1

Stra

tegi

c O

utco

me

2 Im

prov

ed G

over

nanc

e an

d M

anag

emen

t of

IE

Out

com

e Ta

rget

2.1

IE

str

ateg

y ad

opte

d in

all

prim

ary

and

seco

ndar

y sc

hool

s in

Mal

awi b

y 20

21

Out

put 1

N

umbe

r of

edu

catio

nal d

istr

icts

in

whi

ch N

IES

i s d

isse

min

ated

0

0 34

0

0 0

Out

put 2

N

umbe

r of

Incl

usiv

e Ed

ucat

ion

TWG

mee

tings

hel

d pe

r ye

ar

4 4

4 4

4 4

Out

put 3

N

umbe

r of

sch

ools

mon

itore

d fo

r im

plem

enta

tion

of N

IES

(Pri

mar

y &

Sec

onda

ry S

choo

ls)

150

200

250

300

350

400

37

Out

put N

o.

Indi

cato

r Ba

selin

e (2

016)

O

utpu

t Tar

gets

20

17

2018

20

19

2020

20

21

Stra

tegi

c O

utco

me

3 En

hanc

ed s

kills

in le

arne

r id

enti

ficat

ion

and

asse

ssm

ent

Out

com

e Ta

rget

3.1

In

crea

sed

num

ber

of S

EN le

arne

rs id

enti

fied

O

utpu

t 1

Num

ber

of le

arne

rs s

cree

ned

for

SEN

per

yea

r 12

47

1,2

60

1,30

0

1,40

0

1,50

0

1,60

0

Out

put 2

N

umbe

r of

cas

es r

efer

red

for

clin

ical

and

psy

chos

ocia

l as

sess

men

t set

up

(sam

e le

arne

rs th

at h

ave

been

sc

reen

ed)

N/A

1,

260

1,

300

1,

400

1,

500

1,

600

Out

put 3

N

umbe

r of

ass

essm

ent c

entr

es

esta

blis

hed

in T

DCs

and

re

sour

ce c

entr

es p

er y

ear

50

50

50

50

50

Stra

tegi

c O

utco

me

4 D

evel

op a

n In

clus

ive

Edu

cati

on M

anag

emen

t In

form

atio

n Sy

stem

O

utco

me

Targ

et 4

.1

Incl

usiv

e ed

ucat

ion

indi

cato

rs a

vaile

d O

utpu

t 1

IE d

ata

colle

ctio

n to

ol

deve

lope

d -

IE

Tem

plat

e

Out

put 2

A

nnua

l Dat

a Co

llect

ion

Cens

us

Repo

rt

Cens

us

Repo

rt

Cens

us

Repo

rt

Cens

us

Repo

rt

Out

put 3

IE

Man

agem

ent I

nfor

mat

ion

Syst

em O

pera

tiona

lized

IEM

IS

func

tiona

l

Stra

tegi

c O

utco

me

5 Im

prov

ed t

each

er e

duca

tion

and

mot

ivat

ion

for

incl

usiv

e ed

ucat

ion

Out

com

e Ta

rget

5.1

In

clus

ive

teac

her

trai

ning

impr

oved

and

/or

mai

nstr

eam

ed in

TTC

s O

utpu

t 1

SNE

inst

itute

con

stru

cted

-

Prep

arat

ory

wor

ks

final

ized

Com

men

cem

ent o

f co

nstr

uctio

n

Ong

oing

co

nstr

uct

ion

Ong

oing

co

nstr

uctio

n

Laun

ch o

f SN

E in

stitu

te

38

Out

put N

o.

Indi

cato

r Ba

selin

e (2

016)

O

utpu

t Tar

gets

20

17

2018

20

19

2020

20

21

Out

put 2

te

ache

r edu

catio

n cu

rric

ulum

re

view

ed to

inco

rpor

ate

incl

usiv

enes

s

-

Curr

icul

um

revi

ewed

Out

put 3

N

umbe

r of

teac

her

educ

ator

s un

derg

oing

CPD

on

IE

200

200

200

200

Stra

tegi

c O

utco

me

6

Impr

oved

par

tner

ship

s fo

r in

clus

ive

educ

atio

n at

all

leve

ls

O

utco

me

Targ

et 6

.1

In

crea

sed

num

ber

of s

take

hold

ers

invo

lved

in in

clus

ive

educ

atio

n

Out

put 1

N

umbe

r of

pri

mar

y sc

hool

s (in

clud

ing

lear

ners

, tea

cher

s,

SMC,

PTA

, Mot

her

Gro

ups

and

com

mun

ity m

embe

rs)

sens

itize

d on

IE

20

0 20

0 20

0 20

0 20

0

Out

put 2

N

umbe

r of

sec

onda

ry s

choo

ls

(incl

udin

g le

arne

rs, t

each

ers,

Bo

a rd

of G

over

nors

, PTA

and

co

mm

unity

mem

bers

) se

nsiti

zed

on IE

10

0 10

0 10

0 10

0 10

0

N

umbe

r of

Tet

iary

edu

catio

n In

stitu

tions

(inc

ludi

ng le

arne

rs,

teac

hers

, Boa

rd o

f Gov

erno

rs,

PTA

and

com

mun

ity m

embe

rs)

sens

itize

d on

IE

48

48

39

Out

put N

o.

Indi

cato

r Ba

selin

e (2

016)

O

utpu

t Tar

gets

20

17

2018

20

19

2020

20

21

Out

put 3

N

umbe

r of

rev

iew

mee

tings

co

nduc

ted

for

Gov

ernm

ent,

D

Ps, C

SOs

and

othe

r st

akeh

olde

rs

4

4 4

4 4

Stra

tegi

c O

utco

me

7 Im

prov

ed T

each

ing

and

Lear

ning

Env

iron

men

t O

utco

me

Targ

et 7

.1

All

scho

ols

in M

alaw

i hav

e di

sabi

lity,

chi

ld a

nd g

ende

r fr

iend

ly e

nvir

onm

ents

O

utpu

t 1

Num

ber o

f tea

cher

s tr

aine

d in

ps

ycho

soc

ial s

uppo

rt, c

hild

pr

otec

tion,

life

ski

lls d

evel

opm

ent,

an

d th

e co

de o

f con

duct

per

yea

r

n/a

2,00

0 2,

000

2,00

0 2,

000

2,00

0

Out

put 2

Pe

rcen

tage

of p

rim

ary

scho

ols

with

dis

abili

ty, c

hild

and

gen

der

frie

ndly

infr

astr

uctu

re

n/a

20%

25

%

30%

35

%

40%

Out

put 3

Pe

rcen

tage

of s

econ

dary

sc

hool

s w

ith d

isab

ility

, chi

ld

and

gend

er fr

iend

ly

infr

astr

uctu

re

n/a

20%

25

%

30%

35

%

40%

Stra

tegi

c O

utco

me

8 In

crea

sed

fund

ing

for

Incl

usiv

e Ed

ucat

ion

Out

com

e Ta

rget

8.1

In

clus

ive

educ

atio

n ac

tivi

ties

ade

quat

ely

fund

ed

Out

put 1

Re

sour

ce m

obili

zatio

n st

rate

gy

for

IE d

evel

oped

-

1

Out

put 2

Pe

rcen

tage

of N

IES

activ

ities

fu

nded

60

%

15%

15

%

20%

25

%

25%

40

41

7. C

ostin

g an

d Pr

ogra

mm

e of

Wor

ks fo

r NIE

S

7.1.

C

ostin

g of

the

NIE

S A

ctiv

ities

C

ostin

g fo

r Y

1 C

ostin

g fo

r Y

2 C

ostin

g fo

r Y

3 C

ostin

g fo

r Y

4 C

ostin

g fo

r Y

5

1. Im

prov

ed c

apac

ity fo

r in

clus

ive

educ

atio

n 1,

370,

308,

600

1,

202,

240,

000

1,

205,

775,

800

1,

073,

778,

600

1,

114,

993,

800

O

rient

teac

hers

, car

egiv

ers,

teac

her e

duca

tors

, lec

ture

rs, e

duca

tion

man

ager

s, co

mm

unity

mem

bers

and

lear

ners

on

IE-D

EMs

16

,710

,000

-

16,7

10,0

00

-

16

,710

,000

O

rient

teac

hers

, car

egiv

ers,

teac

her e

duca

tors

, lec

ture

rs, e

duca

tion

man

ager

s, co

mm

unity

mem

bers

and

lear

ners

on

IE-P

rimar

y

76,4

48,0

00

90

,782

,000

90,7

82,0

00

-

-

Orie

nt te

ache

rs, c

areg

iver

s, te

ache

r edu

cato

rs, l

ectu

rers

, edu

catio

n m

anag

ers,

com

mun

ity m

embe

rs a

nd le

arne

rs o

n IE

-Sec

onda

ry

75

,804

,200

75,8

04,2

00

75

,804

,200

75,8

04,2

00

75

,804

,200

O

rient

teac

hers

, car

egiv

ers,

teac

her e

duca

tors

, lec

ture

rs, e

duca

tion

man

ager

s, co

mm

unity

mem

bers

and

lear

ners

on

IE-T

ertia

ry

24

,505

,200

-

24,5

05,2

00

-

24

,505

,200

Pr

epar

e IE

aw

aren

ess r

aisi

ng to

ols

178,

866,

800

-

-

-

-

R

evie

w th

e ro

le o

f the

Dep

artm

ent o

f Spe

cial

Nee

ds E

duca

tion,

D

epar

tmen

t of T

each

er E

duca

tion

and

Dev

elop

men

t, sp

ecia

l sch

ools

an

d un

its, a

nd M

ontfo

rt SN

E C

olle

ge

-

37

,679

,400

-

-

-

Trai

n an

d re

crui

t tea

cher

s, ca

regi

vers

and

supp

ort a

ssis

tant

s for

IE

997,

974,

400

99

7,97

4,40

0

997,

974,

400

99

7,97

4,40

0

997,

974,

400

2.

Impr

oved

Gov

erna

nce

and

man

agem

ent o

f inc

lusi

ve

educ

atio

n

50

0,70

5,40

0

454,

024,

400

45

4,02

4,40

0

454,

024,

400

45

4,02

4,40

0

Dev

elop

and

dis

sem

inat

e IE

pol

icy

guid

elin

es

44

,682

,200

-

-

-

-

Es

tabl

ish

TWG

on

IE

1,99

8,80

0

-

-

-

-

Mon

itor i

mpl

emen

tatio

n of

IE

19

,766

,400

19,7

66,4

00

19

,766

,400

19,7

66,4

00

19

,766

,400

Tr

ain

scho

ol m

anag

ers a

nd a

dmin

istra

tors

on

IE m

anag

emen

t and

ad

min

istra

tion

434,

258,

000

43

4,25

8,00

0

434,

258,

000

43

4,25

8,00

0

434,

258,

000

3.

Enh

ance

d sk

ills i

n le

arne

r id

entif

icat

ion

and

asse

ssm

ent

28,7

30,0

00

722,

411,

200

693,

211,

200

537,

267,

200

537,

891,

200

Dev

elop

iden

tific

atio

n to

ols f

or a

sses

sing

lear

ners

with

div

erse

ne

eds

40

,073

,200

-

-

-

-

42

Act

iviti

es

Cos

ting

for

Y1

Cos

ting

for

Y2

Cos

ting

for

Y3

Cos

ting

for

Y4

Cos

ting

for

Y5

Proc

ure

assi

stiv

e de

vice

s

39

2,82

0,00

0

432,

364,

000

40

3,16

4,00

0

321,

620,

000

32

2,24

4,00

0

Set u

p a

refe

rral

syst

em fo

r clin

ical

and

psy

chos

ocia

l ass

essm

ent

21

,482

,400

-

-

-

-

Tr

ain

teac

hers

, car

egiv

ers a

nd te

ache

r edu

cato

rs o

n th

e us

e of

le

arne

r div

ersi

ty a

sses

smen

t and

cur

ricul

um d

iffer

entia

tion

234,

588,

000

19

5,88

0,80

0

195,

880,

800

19

5,88

0,80

0

195,

880,

800

Pr

ocur

e 4

vehi

cles

for o

utre

ach

clin

ical

ass

essm

ent

74,

400,

000

74,4

00,0

00

Con

duct

clin

ical

ass

essm

ent

19

,766

,400

19,7

66,4

00

19

,766

,400

19,7

66,4

00

19

,766

,400

4.

Impr

oved

Incl

usiv

e E

duca

tion

Man

agem

ent I

nfor

mat

ion

Syst

em

973,

251,

400

1,

030,

724,

800

62

4,55

1,80

0

624,

551,

800

66

4,31

9,20

0

Orie

nt te

ache

rs a

nd a

dmin

istra

tors

on

IE d

ata

colle

ctio

n

54

4,55

1,80

0

544,

551,

800

54

4,55

1,80

0

544,

551,

800

54

4,55

1,80

0

Proc

ure

and

inst

all V

PN to

link

nat

iona

l dat

abas

e w

ith a

ll di

stric

ts

-

240,

000,

000

-

-

-

R

evie

w d

ata

colle

ctio

n to

ols t

o di

sagg

rega

te d

ata

on le

arne

rs w

ith

dive

rse

need

s

39,7

67,4

00

-

-

-

39

,767

,400

R

evie

w S

NE

teac

her e

duca

tion

curr

icul

um

56

,320

,000

-

-

-

-

St

reng

then

reco

rd m

anag

emen

t at s

choo

l lev

el o

n le

arni

ng n

eeds

24

6,43

9,20

0

-

-

-

-

Supp

ort P

hase

d M

obile

IT to

tran

sfer

dat

a fr

om sc

hool

s to

DEM

s an

d he

adqu

arte

rs

-

160,

000,

000

80,0

00,0

00

80

,000

,000

80,0

00,0

00

Trai

n EM

IS st

aff a

t nat

iona

l, di

visi

on, d

istri

ct a

nd z

onal

leve

ls in

IE

on d

ata

colle

ctio

n, a

naly

sis,

inte

rpre

tatio

n an

d us

e of

resu

lts

86

,173

,000

86,1

73,0

00

-

-

-

5. Im

prov

ed T

each

er E

duca

tion

and

Mot

ivat

ion

for

Incl

usiv

e E

duca

tion

458,

704,

000

8,

856,

000

10

3,74

9,60

0

-

-

Con

duct

CPD

s for

teac

her e

duca

tors

on

IE

100,

749,

600

-

10

0,74

9,60

0

-

-

Cre

ate

mor

e es

tabl

ishe

d po

st fo

r spe

cial

ist t

each

ers,

prov

idin

g m

ore

oppo

rtuni

ties f

or tr

aini

ng a

nd d

evel

opm

ent o

f car

eer p

ath.

1,

224,

400

-

-

-

-

D

evel

op IE

mod

ules

for E

CD

, col

lege

s, TT

Cs a

nd u

nive

rsiti

es

214,

326,

000

-

-

-

-

D

evel

op IE

trai

ning

man

ual f

or E

CD

, Prim

ary

and

Seco

ndar

y

43

Act

iviti

es

Cos

ting

for

Y1

Cos

ting

for

Y2

Cos

ting

for

Y3

Cos

ting

for

Y4

Cos

ting

for

Y5

Teac

her E

duca

tion

87,6

23,6

00

-

-

-

-

Enga

ge w

riter

s and

pub

lishe

rs to

pro

duce

IE su

ppor

ting

mat

eria

ls

12

,162

,800

-

-

-

-

In

trodu

ce a

rew

ardi

ng sy

stem

for t

each

ers a

nd c

areg

iver

s.

-

5,85

6,00

0

-

-

-

Prom

ote

prof

essi

onal

dev

elop

men

t on

IE

4,00

0,00

0

3,00

0,00

0

3,00

0,00

0

-

-

Rev

iew

SN

E te

ache

r edu

catio

n cu

rric

ulum

38,6

17,6

00

-

-

-

-

6. Im

prov

ed p

artn

ersh

ips f

or in

clus

ive

educ

atio

n at

diff

eren

t le

vels

17

8,05

2,00

0

144,

949,

600

17

8,40

0,80

0

144,

543,

200

17

8,74

9,60

0

Con

duct

col

labo

rativ

e re

sear

ch o

n IE

am

ong

gove

rnm

ent,

DPs

, D

POs,

CSO

s and

aca

dem

ia.

34

,032

,000

-

34,0

32,0

00

-

34

,032

,000

C

reat

e co

mm

ittee

and

app

oint

foca

l per

sons

to c

oord

inat

e, re

gula

te,

eval

uate

and

repo

rt im

plem

enta

tion

of IE

at n

atio

nal,

divi

sion

, di

stric

t, zo

ne a

nd sc

hool

leve

ls.

-

-

-

-

-

Hol

d qu

arte

rly m

eetin

gs fo

r sta

keho

lder

s on

IE a

t diff

eren

t lev

els

69

,975

,200

69,9

75,2

00

69

,975

,200

69,9

75,2

00

69

,975

,200

M

ap a

nd d

evel

op a

dire

ctor

y fo

r IE

stak

ehol

ders

in M

alaw

i

-

755,

200

-

-

-

Su

ppor

t adv

ocac

y gr

oups

with

in C

SOs f

or IE

74,0

44,8

00

74

,219

,200

74,3

93,6

00

74

,568

,000

74,7

42,4

00

Trai

n co

mm

uniti

es, S

MC

s, PT

As a

nd m

othe

r gro

ups o

n th

eir r

ole

to

supp

ort I

E

-

-

-

-

-

7.

Impr

oved

Tea

chin

g an

d L

earn

ing

Env

iron

men

t

81

9,52

0,60

0

1,27

7,08

3,40

0

1,19

4,50

5,80

0

933,

780,

200

93

3,95

4,60

0

Con

duct

nat

iona

l phy

sica

l aud

it ex

erci

se to

est

ablis

h w

heth

er

educ

atio

n in

fras

truct

ure

and

faci

litie

s are

chi

ld, d

isab

ility

and

gen

der

frie

ndly

11

,639

,200

11,8

13,6

00

11

,988

,000

12,1

62,4

00

12

,336

,800

Dev

elop

a h

andb

ook

on c

urric

ulum

diff

eren

tiatio

n

43,4

17,6

00

72

,365

,200

-

-

-

D

isse

min

ate

Chi

ld P

rote

ctio

n po

licy

to st

akeh

olde

rs.

-

47

,974

,000

-

-

-

Fi

naliz

e an

d di

ssem

inat

e si

gn la

ngua

ge d

ictio

nary

-

99,6

62,8

00

-

-

-

Mon

itor i

mpl

emen

tatio

n of

Incl

usiv

e Ed

ucat

ion

44

Act

iviti

es

Cos

ting

for

Y1

Cos

ting

for

Y2

Cos

ting

for

Y3

Cos

ting

for

Y4

Cos

ting

for

Y5

74,4

00,0

00

37,2

00,0

00

37,2

00,0

00

-

-

Proc

ure

incl

usiv

e te

achi

ng a

nd le

arni

ng m

ater

ials

in d

iffer

ent

form

ats

644,

425,

000

69

5,92

5,00

0

833,

175,

000

64

4,42

5,00

0

644,

425,

000

Pr

ovid

e si

gn la

ngua

ge in

terp

rete

rs, b

raill

e tra

nscr

iber

s and

not

e ta

kers

whe

re n

eed

be.

-

-

-

-

-

Trai

n te

ache

rs in

psy

cho

soci

al su

ppor

t, ch

ild p

rote

ctio

n an

d lif

e sk

ills d

evel

opm

ent,

and

the

code

of c

ondu

ct

-

-

-

-

-

Trai

n te

ache

rs o

n pe

er to

pee

r lea

rnin

g an

d su

ppor

t.

-

46,4

56,8

00

46

,456

,800

46,4

56,8

00

46

,456

,800

Fa

cilit

ate

the

deve

lopm

ent o

f gui

delin

es o

n IE

infr

astru

ctur

e an

d sa

nita

tion

faci

litie

s

22,8

19,4

00

-

-

-

-

Dev

elop

gui

delin

es fo

r inc

lusi

ve m

odel

reso

urce

cen

tres

22

,819

,400

-

-

-

-

D

isse

min

ate

and

dist

ribut

e gu

idel

ines

for p

hysi

cal a

cces

s of b

uild

ing

and

faci

litie

s to

dist

rict c

ounc

ils a

nd o

ther

rele

vant

inst

itutio

ns

-

34

,950

,000

34,9

50,0

00

-

-

Reh

abili

tate

and

con

stru

ct a

cces

sibl

e sc

hool

infr

astru

ctur

e,

sani

tatio

n fa

cilit

ies a

nd re

sour

ce c

entre

s

-

23

0,73

6,00

0

230,

736,

000

23

0,73

6,00

0

230,

736,

000

8.

Incr

ease

d Fu

ndin

g fo

r In

clus

ive

Edu

catio

n

34,1

90,0

00

52

,770

,200

1,

892,

800

1,

892,

800

1,

892,

800

A

dvoc

ate

and

lobb

y fo

r ade

quat

e re

sour

ces f

or IE

1,

892,

800

1,

892,

800

1,

892,

800

1,

892,

800

1,

892,

800

D

evel

op a

reso

urce

mob

iliza

tion

stra

tegy

for I

E

-

50,8

77,4

00

-

-

-

Dis

sem

inat

e th

e IE

stra

tegy

to g

over

nmen

t and

non

-sta

te a

ctor

s

32,2

97,2

00

-

-

-

-

Gra

nd T

otal

5

,043

,462

,000

4,

893,

059,

600

4,

456,

112,

200

3,

769,

838,

200

3,8

85,8

25,6

00

O

vera

ll C

ost

M

WK

22

,048

,297

,600

$

29,

397,

730

45

7.2.

Pr

ogra

mm

e of

Wor

ks fo

r the

NIE

S Ou

tcom

e NI

ES A

ctivi

ty

Outp

ut In

dica

tor

Out

put

Targ

et Y

1 O

utpu

t Ta

rget

Y2

Out

put

Targ

et Y

3 O

utpu

t Ta

rget

Y4

Out

put

Targ

et Y

5

1. Im

prov

ed

capa

city

for

incl

usiv

e ed

ucat

ion

Pre

pare

IE a

war

enes

s ra

isin

g to

ols

Num

ber o

f dis

trict

s re

ache

d by

IE a

war

enes

s ra

isin

g to

ols

34

- -

Orie

nt te

ache

rs, c

areg

iver

s,

teac

her e

duca

tors

, lec

ture

rs,

educ

atio

n m

anag

ers,

co

mm

unity

mem

bers

and

le

arne

rs o

n IE

-Prim

ary

Num

ber o

f prim

ary

scho

ols

in w

hich

sta

keho

lder

s (te

ache

rs, l

earn

ers,

co

mm

unity

mem

bers

) w

ere

orie

nted

on

IE

200

200

200

200

200

Orie

nt te

ache

rs, c

areg

iver

s,

teac

her e

duca

tors

, lec

ture

rs,

educ

atio

n m

anag

ers,

co

mm

unity

mem

bers

and

le

arne

rs o

n IE

-Sec

onda

ry

Num

ber o

f sec

onda

ry

scho

ols

in w

hich

st

akeh

olde

rs (t

each

ers,

le

arne

rs, c

omm

unity

m

embe

rs) w

ere

orie

nted

on

IE

150

150

150

150

150

Orie

nt te

ache

rs, c

areg

iver

s,

teac

her e

duca

tors

, lec

ture

rs,

educ

atio

n m

anag

ers,

co

mm

unity

mem

bers

and

le

arne

rs o

n IE

-DE

Ms

Num

ber o

f DE

Ms

and

ED

Ms

orie

nted

on

IE

40

0 40

0

40

Orie

nt te

ache

rs, c

areg

iver

s,

teac

her e

duca

tors

, lec

ture

rs,

educ

atio

n m

anag

ers,

co

mm

unity

mem

bers

and

le

arne

rs o

n IE

-Ter

tiary

Num

ber o

f HE

I and

TTC

st

akeh

olde

rs (m

aste

r tra

iner

s, c

are

give

rs,

lect

urer

s) o

rient

ed o

n IE

20

0

200

20

0 R

evie

w th

e ro

le o

f the

D

epar

tmen

t of S

peci

al N

eeds

Ed

ucat

ion,

Dep

artm

ent o

f Te

ache

r Edu

catio

n an

d D

evel

opm

ent,

spec

ial s

choo

ls

Func

tiona

l rev

iew

repo

rt 0

1 0

0 0

46

Outc

ome

NIES

Act

ivity

Ou

tput

Indi

cato

r O

utpu

t Ta

rget

Y1

Out

put

Targ

et Y

2 O

utpu

t Ta

rget

Y3

Out

put

Targ

et Y

4 O

utpu

t Ta

rget

Y5

and

units

, and

Mon

tfort

SNE

Col

lege

Trai

n an

d re

crui

t tea

cher

s,

care

give

rs a

nd s

uppo

rt as

sist

ants

for I

E

Num

ber o

f add

ition

al s

taff

train

ed a

nd re

crui

ted

for I

E

3074

30

74

3074

30

74

3074

2. Im

prov

ed

Gov

erna

nce

and

man

agem

ent o

f in

clus

ive

educ

atio

n

Dev

elop

and

dis

sem

inat

e IE

po

licy

guid

elin

es

Num

ber o

f dis

sem

inat

ion

mee

tings

, wor

ksho

ps, e

tc.

3 -

- -

-

Est

ablis

h TW

G o

n IE

IE

TW

G e

stab

lishe

d 1

Mon

itor i

mpl

emen

tatio

n of

IE

Num

ber o

f M&E

act

iviti

es

cond

ucte

d 2

2 2

2 2

Trai

n sc

hool

man

ager

s an

d ad

min

istra

tors

on

IE

man

agem

ent a

nd

adm

inis

tratio

n

Num

ber o

f prim

ary

scho

ols

in w

hich

sch

ool m

anag

ers

and

adm

inis

trato

rs a

re

train

ed

200

200

200

200

200

3. E

nhan

ced

skills

in le

arne

r id

entif

icat

ion

and

asse

ssm

ent

Dev

elop

iden

tific

atio

n to

ols

for

asse

ssin

g le

arne

rs w

ith d

iver

se

need

s Id

entif

icat

ion

tool

de

velo

ped

1 -

- -

- S

et u

p a

refe

rral

sys

tem

for

clin

ical

and

psy

chos

ocia

l as

sess

men

t R

efer

ral s

yste

m s

et u

p 1

- -

- -

Trai

n te

ache

rs, c

areg

iver

s an

d te

ache

r edu

cato

rs o

n th

e us

e of

le

arne

r div

ersi

ty a

sses

smen

t an

d cu

rric

ulum

diff

eren

tiatio

n

Num

ber o

f tea

cher

s,

care

give

rs a

nd te

ache

r ed

ucat

ors

train

ed o

n th

e us

e of

lear

ner d

iver

sity

as

sess

men

t and

cu

rric

ulum

diff

eren

tiatio

n 20

0 20

0 20

0 20

0 20

0

Proc

ure

assi

stiv

e de

vice

s

Num

ber o

f sch

ools

whe

re

assi

stiv

e de

vice

s ar

e av

aila

ble

400

400

400

400

400

47

Outc

ome

NIES

Act

ivity

Ou

tput

Indi

cato

r O

utpu

t Ta

rget

Y1

Out

put

Targ

et Y

2 O

utpu

t Ta

rget

Y3

Out

put

Targ

et Y

4 O

utpu

t Ta

rget

Y5

4. Im

prov

ed

Incl

usiv

e Ed

ucat

ion

Man

agem

ent

Info

rmat

ion

Sys

tem

Rev

iew

dat

a co

llect

ion

tool

s to

di

sagg

rega

te d

ata

on le

arne

rs

with

div

erse

nee

ds

Dat

a co

llect

ion

tool

re

view

ed

1 -

- -

1 Tr

ain

EMIS

sta

ff at

nat

iona

l, di

visi

on, d

istri

ct a

nd z

onal

le

vels

in IE

on

data

col

lect

ion,

an

alys

is, i

nter

pret

atio

n an

d us

e of

resu

lts

Num

ber o

f EM

IS s

taff

train

ed in

IE

84

442

- -

-

Orie

nt te

ache

rs a

nd

adm

inis

trato

rs o

n IE

dat

a co

llect

ion

Num

ber o

f prim

ary

scho

ols

in w

hich

sch

ool m

anag

ers

and

adm

inis

trato

rs a

re

train

ed o

n IE

dat

a 20

0 20

0 20

0 20

0 20

0 P

rocu

re a

nd in

stal

l VPN

to li

nk

natio

nal d

atab

ase

with

all

dist

ricts

Num

ber o

f dis

trict

da

taba

ses

linke

d w

ith

natio

nal d

atab

ase

6 14

14

-

- S

uppo

rt P

hase

d M

obile

IT to

tra

nsfe

r dat

a fro

m s

choo

ls to

D

EM

s an

d he

adqu

arte

rs

Num

ber o

f sch

ools

with

Ph

ased

Mob

ile IT

-

800

400

400

400

Stre

ngth

en re

cord

man

agem

ent

at s

choo

l lev

el o

n le

arni

ng

need

s N

umbe

r of s

choo

ls w

ith

upda

ted

regi

ster

s 65

09

- -

- -

5. Im

prov

ed

Teac

her

Educ

atio

n an

d M

otiv

atio

n fo

r In

clus

ive

Educ

atio

n

Rev

iew

SN

E te

ache

r edu

catio

n cu

rric

ulum

S

NE

teac

her e

duca

tion

curr

icul

um re

view

1

- -

- -

Dev

elop

IE tr

aini

ng m

anua

l for

E

CD

, Prim

ary

and

Sec

onda

ry

Teac

her E

duca

tion

IE tr

aini

ng m

anua

l de

velo

ped

1 -

- -

-

Con

duct

CP

Ds

for t

each

er

educ

ator

s on

IE

Num

ber o

f tea

cher

ed

ucat

ors

train

ed

400

- 40

0 -

-

Dev

elop

IE m

odul

es fo

r EC

D,

colle

ges,

TTC

s an

d un

iver

sitie

s N

umbe

r of I

E m

odul

es

deve

lope

d 3

- -

- -

48

Outc

ome

NIES

Act

ivity

Ou

tput

Indi

cato

r O

utpu

t Ta

rget

Y1

Out

put

Targ

et Y

2 O

utpu

t Ta

rget

Y3

Out

put

Targ

et Y

4 O

utpu

t Ta

rget

Y5

Enga

ge w

riter

s an

d pu

blis

hers

to

pro

duce

IE s

uppo

rting

m

ater

ials

Num

ber o

f titl

es fo

r IE

su

ppor

ting

mat

eria

ls

prod

uced

3

- -

- -

Intro

duce

a re

war

ding

sys

tem

fo

r tea

cher

s an

d ca

regi

vers

. R

ewar

ding

sys

tem

in

plac

e -

1 -

- -

Cre

ate

mor

e es

tabl

ishe

d po

st

for s

peci

alis

t tea

cher

s,

prov

idin

g m

ore

oppo

rtuni

ties

for

train

ing

and

deve

lopm

ent o

f ca

reer

pat

h.

Car

eer p

ath

in p

lace

for

spec

ialis

t tea

cher

s 1

- -

- -

Pro

mot

e pr

ofes

sion

al

deve

lopm

ent o

n IE

Num

ber o

f tea

cher

s tra

ined

on

IE (l

ong

term

- ba

chel

ors

and

mas

ters

) 8

6 6

0 0

6. Im

prov

ed

partn

ersh

ips

for

incl

usiv

e ed

ucat

ion

at

diffe

rent

leve

ls

Map

and

dev

elop

a d

irect

ory

for

IE s

take

hold

ers

in M

alaw

i D

irect

ory

of IE

st

akeh

olde

rs d

evel

oped

-

1 -

- -

Cre

ate

com

mitt

ee a

nd a

ppoi

nt

foca

l per

sons

to c

oord

inat

e,

regu

late

, eva

luat

e an

d re

port

impl

emen

tatio

n of

IE a

t na

tiona

l, di

visi

on, d

istri

ct, z

one

and

scho

ol le

vels

. N

umbe

r of s

choo

ls w

ith a

IE

foca

l per

son

appo

inte

d 65

09

0 0

0 0

Hol

d qu

arte

rly m

eetin

gs fo

r st

akeh

olde

rs o

n IE

at d

iffer

ent

leve

ls

Num

ber o

f mee

tings

hel

d 4

4 4

4 4

Sup

port

advo

cacy

gro

ups

with

in

CS

Os

for I

E

Num

ber o

f adv

ocac

y gr

oups

sup

porte

d 6

- -

- -

Con

duct

col

labo

rativ

e re

sear

ch

on IE

am

ong

gove

rnm

ent,

DPs

, D

PO

s, C

SO

s an

d ac

adem

ia.

Num

ber o

f col

labo

rativ

e re

sear

ch p

aper

s pr

oduc

ed

1 -

1 -

1

49

Outc

ome

NIES

Act

ivity

Ou

tput

Indi

cato

r O

utpu

t Ta

rget

Y1

Out

put

Targ

et Y

2 O

utpu

t Ta

rget

Y3

Out

put

Targ

et Y

4 O

utpu

t Ta

rget

Y5

Trai

n co

mm

uniti

es, S

MC

s,

PTA

s an

d m

othe

r gro

ups

on

thei

r rol

e to

sup

port

IE

Num

ber o

f prim

ary

scho

ols

with

com

mun

ity,

SM

Cs,

P

TAs

and

mot

her g

roup

m

embe

rs tr

aine

d on

thei

r ro

le to

sup

port

IE

200

200

200

200

200

7. Im

prov

ed

Teac

hing

and

Le

arni

ng

Envi

ronm

ent

Dev

elop

a h

andb

ook

on

curr

icul

um d

iffer

entia

tion

Han

dboo

k de

velo

ped

1 -

- -

Pro

cure

incl

usiv

e te

achi

ng a

nd

lear

ning

mat

eria

ls in

diff

eren

t fo

rmat

s

Num

ber o

f inc

lusi

ve

teac

hing

and

lear

ning

m

ater

ials

pro

cure

d 90

00

9000

90

00

9000

90

00

Pro

vide

sig

n la

ngua

ge

inte

rpre

ters

, bra

ille tr

ansc

riber

s an

d no

te ta

kers

whe

re n

eed

be.

Num

ber o

f sig

n la

ngua

ge

inte

rpre

ters

, bra

ille

trans

crib

ers

and

note

ta

kers

pro

vide

d -

100

100

100

100

Fina

lize

and

diss

emin

ate

sign

la

ngua

ge d

ictio

nary

Num

ber o

f dis

sem

inat

ion

wor

ksho

ps c

ondu

cted

on

sign

lang

uage

dic

tiona

ry

0 3

- -

-

Trai

n te

ache

rs in

psy

cho

soci

al

supp

ort,

child

pro

tect

ion

and

life

skills

dev

elop

men

t, an

d th

e co

de o

f con

duct

Num

ber o

f tea

cher

s tra

ined

in p

sych

o so

cial

su

ppor

t, ch

ild p

rote

ctio

n,

life

skills

dev

elop

men

t, an

d th

e co

de o

f con

duct

-

1000

10

00

1000

10

00

Dis

sem

inat

e C

hild

Pro

tect

ion

polic

y to

sta

keho

lder

s.

Num

ber o

f wor

ksho

ps h

eld

to d

isse

min

ate

child

pr

otec

tion

polic

y -

3 -

- -

Mon

itor i

mpl

emen

tatio

n of

In

clus

ive

Edu

catio

n

Num

ber o

f sch

ools

in

whi

ch le

arne

rs a

re

orie

nted

20

0 20

0 20

0 20

0 20

0

Trai

n te

ache

rs o

n pe

er to

pee

r le

arni

ng a

nd s

uppo

rt.

Num

ber o

f tea

cher

s tra

ined

on

peer

to p

eer

lear

ning

and

sup

port

- 10

00

1000

10

00

1000

50

Outc

ome

NIES

Act

ivity

Ou

tput

Indi

cato

r O

utpu

t Ta

rget

Y1

Out

put

Targ

et Y

2 O

utpu

t Ta

rget

Y3

Out

put

Targ

et Y

4 O

utpu

t Ta

rget

Y5

Con

duct

nat

iona

l phy

sica

l aud

it ex

erci

se to

est

ablis

h w

heth

er

educ

atio

n in

frast

ruct

ure

and

faci

litie

s ar

e ch

ild, d

isab

ility

and

gend

er fr

iend

ly

Nat

iona

l phy

sica

l aud

it ex

erci

se re

port

1 1

1 1

1 Fa

cilit

ate

the

deve

lopm

ent o

f gu

idel

ines

on

IE in

frast

ruct

ure

and

sani

tatio

n fa

cilit

ies

Gui

delin

es d

evel

oped

1

- -

- -

Dev

elop

gui

delin

es fo

r inc

lusi

ve

mod

el re

sour

ce c

entre

s G

uide

lines

dev

elop

ed

1 -

- -

- D

isse

min

ate

and

dist

ribut

e gu

idel

ines

for p

hysi

cal a

cces

s of

bui

ldin

g an

d fa

cilit

ies

to

dist

rict c

ounc

ils a

nd o

ther

re

leva

nt in

stitu

tions

Num

ber o

f edu

catio

n di

stric

ts w

ith g

uide

lines

for

phys

ical

acc

ess

of s

choo

l bu

ildin

gs a

nd fa

cilit

ies

6 14

14

-

-

Reh

abilit

ate

and

cons

truct

ac

cess

ible

sch

ool

infra

stru

ctur

e, s

anita

tion

faci

litie

s an

d re

sour

ce c

entre

s

Num

ber o

f sch

ools

with

re

habi

litat

ed in

frast

ruct

ure,

sa

nita

tion

faci

litie

s an

d re

sour

ce c

entre

s 50

50

50

50

50

8. In

crea

sed

Fund

ing

for

Incl

usiv

e Ed

ucat

ion

Dev

elop

a re

sour

ce

mob

ilizat

ion

stra

tegy

for I

E

Res

ourc

e m

obili

zatio

n st

rate

gy fo

r IE

deve

lope

d -

1 -

- -

Dis

sem

inat

e th

e IE

stra

tegy

to

gove

rnm

ent a

nd n

on-s

tate

ac

tors

N

umbe

r of m

eetin

gs a

nd

activ

ities

1

1

Adv

ocat

e an

d lo

bby

for

adeq

uate

reso

urce

s fo

r IE

P

erce

ntag

e of

NIE

S ac

tiviti

es fu

nded

15

%

15%

20

%

25%

25

%

51

References DTED. (2012). National Strategy for Teacher Education and Development. Lilongwe, Malawi. MoEST. (2015). The 2014/15 Education Sector Performance Report. Lilongwe, Malawi. MoEST. (2014). National Girls’ Education Strategy 2014-2018. Lilongwe, Malawi. MoEST.(2007). National Education Sector Plan 2007-2017. Lilongwe, Malawi. MoEST. (2013). Education Sector Implementation Plan Towards Quality Education: Empowering the School. MoEST.(2002). Education for All Action Plan. Lilongwe: Malawi Ministry of Economic Planning and Development. (2011). Malawi Growth and Development Strategy II 2011-2016. UNICEF. (2013). From Exclusion to Inclusion: Promoting the Rights of Children with Disabilities in Malawi. MoGCDSW. (2005). National Plan of Action for Orphans and Other Vulnerable Children. Lilongwe: Malawi Ministry of Disability and Elderly Affairs.(2006). National Policy on Equalisation of Opportunities for Persons with Disabilities Refie (2014) Research on Inclusive Education: Bonn: GIZ Stubbs, S, (2008). Inclusive Education: Where there are few resources. Oslo: Atlas Alliance.

Printed by Design Printers Ltd