Progressing and Monitoring Education for Children with Disabilities in Nampula (PaMECD)


Start Date

Phase I:  April 2009                       Phase 2: July 2011

Completion Date:

Phase 1: July 2011                        Phase 2: April 2012

Programme Partners:

Power International (lead and technical partner)

Forum das Associaçôes Moçambicanas dos Deficientes (Forum of Mozambican Associations of Disabled) in Nampula-  FAMOD (implementing partner)

Programme budget

Phase 1: $208,505

Phase 2: $149,000

Programme funders:

Mecanismo de Apoio à Sociedade Civil (MASC)  $357,505


Mozambique: Nampula Province

Summary of programme.

This initiative sought to reduce barriers to education for children with disabilities in Nampula Province in Mozambique, working in partnership with local disabled people’s organisations (DPOs), and collaboratively with the Provincial Education Department (PDE), with parents of children with disabilities, and with the children themselves.

The purpose was to develop processes to monitor the government’s implementation of it inclusive education policy for children with disabilities in Nampula, holding government and individual schools to account for delivery, and thus contributing to the achievement of key education outcomes in the governments poverty reduction plan (PARPA2).

It achieved this by:

§  improving the knowledge and information base available to both DPOs  and the PDE to facilitate the measuring and monitoring of education for children with disabilities;

§  embedding the foundations of civic consultation and evaluation at school and community levels in the delivery of education for children with disabilities

§  building capacity for civil society to monitor delivery of and advocate for better education for children with disabilities in Nampula.

A second one-year phase of PaMECD was agreed to reinforce and sustain the gains achieved in phase 1. Phase 2 had three different, yet connected priorities, which were:

·         Consolidating skills of partners: building on actions developed under the previous PaMECD invesment, the empahsis was given to developing the quality of engagements with schools and government, and embedding partners more effectively in strong community partnerships and networks (such as the observatories) as an integral part of developing coherent community-driven policies on education.

·         Giving children with disabilities a greater voice: PaMECD has identified a strong need to bring children with disabilities more centre-stage in the advocacy process. This one-year programme will develop a pilot for self-advocacy around 10 schools.

·         Maximising engagement with government. The process of engagement with government gained momentum in  the later months of phase I, and phase 2 sought to capitablise on this.

Both phases of this programme entailed conducting Community Scor Card Surveys (CSCSs) in target schools and their communities; and then undertaking collaborative insepections/assessments of target schools to identify the level of accessibility and inclusiveness for children with disabilities, and thereafter working with schools to develop cost effectiv mechanisms to address the issues identified. The programme created community/school "libraries” consisting of documentation of  basic legislation and policies relating generally to rights of citizens and specifically  to people and children with disabilities.

POWER supported and worked with its partners to implement both phases of the programme, providing strategic guidance and project management inputs to the programme. A project management team took responsibility for coordinating project actions and inputs. DPOs partners has specific  responsibility for implementing school and community surveys, school audit work, and for coordinating school workshops. Partners worked through 3 steering/working groups at district level which took responsibility for monitoring project progress.


Results & Impact

The programme has seen some significant success in improving civic monitoring of delivery of education to children with disabilities in Nampula, and has made headway in breaking down barriers to learning and access to eduction for learnings with special needs and disabilities.

The programme has sponsored school-based surveys, community-base studies, and accessibility audits in 30 target schools in Nampula, thereby establishing a database of information about CWD’s access to education. It has put evidence on the table to inform Mozambique policymakers about findings on these issues.

It has enabled capacity development with civil society organisations towards collating and analysing this information and presenting evidence to government bodies, facilitating and making important progress towards more collaborative and informed policy making.

Beneficiaries during the project lifetime included about 1200 children with special learning needs (SLN) and  with disabilities who are already in school (this data is based on a survey completed in during first phase of PaMECD), and further projected 550 CWD/SLN who were newly enrolled.

For those CWD/SLN already in schools, the project has improved accessibility to school and  awareness of school staff including teachers, principals and general workers, resulting in better learning environment which has served to reduce drop-out rates.

Despite the significant achievements that have been made by this programme, the challenge remains to ensure that these accomplishments are sustained. The pace of development and realisation of the full impact of the programme has been slowed by the very low skills base of partner organisations.

A full analysis of results will be available soon.