Project Synopsis

Special Needs Education: Actions for Real Change (SNEAR)

In Malawi there is a need for Special Need Education, as children with special needs in Malawi have long faced discrimination and exclusion from society because of their disabilities.

Often, children with special needs are at risk of experiencing physical, psychological abuse and sexual exploitation. Dowa district is one of the districts facing enormous challenges in terms of achieving equitable access to quality education especially for the children living in difficult circumstances such as children with special needs.

Access to education for out-of-school children and youth in Zimbabwe

The goal of the project is to improve access to alternative education for children and youth who are out of the formal education system.

The aim of the project is to address the urgent need to provide children and youth with an opportunity to access alternative education, World Education Incorporated’s (WEI) Children First Project (CF) will implement a project to give out of school children and youth extra educational support to rejoin the formal education system and to provide them with alternative life skills when this is not possible.

Accountability for School Performance

Umlambo Foundation (Umlambo) and Link Community Development Malawi (LCDM) intend to undertake a pilot project in Salima District in Malawi focussing on synergising the various school accountability and school performance methods and approaches currently being rolled out in the country. This project will be implemented in collaboration with the Ministry of Education, Department of Inspectorate and Advisory Services (DIAS).

Addressing the Challenges for Quality Learning in the Zambia Education System

Education in Zambia is currently characterized by rote-learning and memorization of knowledge. There limited focus on critical thinking and analysis, which enhances learners’ thinking, especially at primary and secondary levels. This project by the Ministry of Education is meant to support the initial integration of critical thinking concepts into the upper basic and high school curriculum, and the teacher training programmes, as well as in the long term into the rest of the education system.

Advocacy for an Inclusive Education Policy in Namibia

This project stems from Namibia Association of Children with Disabilities (NACD)recent strategy decision to increase its advocacy and sensitisation campaign for a human rights approach to disability issues. NACD is a national association, with a growing presence in all the regions of Namibia, providing services to parents of children with disabilities and the children themselves. It thus engages with the implementation of the national policy on disabilities.

Assessment of the Swazi Government's Implementation of Free Primary Education

In 2008 the Council of Swaziland Churches advocated for free primary education for children in Swaziland, through advocacy and litigation as provided for in the Swazi constitution of 2005. Although this did not result in implantation of the constitutional provision in full, policies were put in place, implementing Education for All (EFA) incrementally, starting with Grades 1 and 2 and adding a grade each year after it. Since then Free Primary Education (FPE) and EFA has increased participation and provided children from the poor strata of society with opportunities to access education.

Back to School Campaign for Out of School Children and Youth in Zambia

There are 400,000 out of school youth in Zambia, with most of these children falling into the category of orphans and vulnerable children, along with child labourers, rural girls or pregnant girls, and children with special educational needs. If Zambia is to attain Education for All (EFA) by 2015, effort needs to be doubled to promote access to vulnerable and marginalized children. This calls for a special advocacy campaign capable of reaching children from the above hard to reach categories.

Campaign on Increased Budget Support for Early Childhood Development and Education in Namibia

Early Childhood Development and Education (ECDE) and pre-primary education are recognized as having a significant impact on the subsequent performance of children in basic education programmes by laying the foundation for literacy and numeracy, as well as critical thinking and analysis later on. However, there is not much emphasis placed on ECDE in most Southern African countries. For instance in Namibia only 7554 children between 5 and 6 enrolled in the Government Pre-Primary Education Programme in 2010, and only 32% of children under the age of five had access to some form of ECDE.

Capacity Building for Members of the Malawi Parliament Education Committee on Special Needs and Out of School Youth Education

Basic Education in Malawi places emphasis on free basic education, but struggles to maintain a focus on other important factors of education, especially that of out-of-school youth education and special needs education. There is currently a programme for out-of-school youth, but it is a relatively new programme, and suffers from a lack of relevant curriculum for out-of-school youth, weak linkages among youth service providers/policy makers and poor access for most youth.

Capacity Building for the Swaziland National Association of Teachers

The major goal of this project is to build the capacity of the teachers’ union as it leads the response to the current socio-political and economic challenges that are facing the country.

This project aims to be a capacity building initiative for the Swaziland National Association of Teachers (SNAT) on various strands of their work.

OSISA will provide a grant to SNAT-formed in 1928. It is the only embodied educators’ body in the country.

This project will run from July 2011-June 2012 and aims to:

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