A learning visit to Kenya transforms inclusive education in Lesotho and Malawi

A KIX Africa 19 Hub disability-inclusive education learning visit hosted in September 2023 in Nairobi, Kenya gave ministry of education officials from Lesotho, Rwanda, Malawi, Tanzania and Zanzibar an opportunity to observe, learn and exchange ideas on how to advance education systems that leave no child behind.  

During the visit, one of the major learnings was Kenya's curriculum pathways tailored to children’s age and level, which are designed to accommodate diverse learning needs and prioritize learners with disabilities from the outset. The delegation observed how this inclusive curriculum is supported by accessible learning materials and tailored assessment tools, and is strengthened through robust teacher training programs, particularly those offered at the Kenya Institute of Special Education (KISE). These programs integrate functional assessments to identify the support systems required to ensure that children with disabilities are able to thrive and emphasize early intervention strategies. 

Another critical insight was the importance of government commitment and financing to scale inclusive education. Kenya’s deliberate investment in school grants for children with disabilities, where schools receive a higher capitation grant for children with disabilities as compared to those without, and teacher capacity building helped accelerate inclusive education through increased enrolment, retention and transition of children with disabilities in the country.  

These disability-inclusive education strategies, alongside the practical exposure to inclusive schools and resource centers, offered a powerful learning experience for countries like Lesotho and Malawi, which have since adopted and adapted several of these strategies to their contexts. 

Following the visit, Lesotho’s Ministry of Education and Training (MoET) Special Education Unit and National Curriculum Development Centre (NCDC) took strategic steps to localize the insights gained. One of the key takeaways for the Lesotho team was Kenya’s comprehensive and flexible curriculum which embeds the needs of these learners from the outset and is reinforced through strong teacher training on inclusive education and sign language, and the provision of accessible learning materials.  

Lesotho was drawn to the assessment methods particularly the audiological assessments to identify children with hearing impairments that was showcased at KISE. As a draft study conducted by Lesotho Federation of Persons with Disabilities found, learners with hearing impairments tend to drop out of school due to persistent low academic achievements, social stigma in schools and lack of accessibility in the curriculum and communication.  Therefore, the country prioritized improving the quality of inclusive education for children with hearing impairments, recognizing their continued disadvantage in identification, accessing education and retention.

To turn these insights into action, Lesotho launched several initiatives including:

Additionally, with financial support from UNICEF Lesotho country office, the country conducted a baseline study on the academic progress of learners with hearing impairments. 

The momentum led to a Kenya-Lesotho support mission in August 2024 supported by the KIX Africa 19 Hub and led by UNICEF ESARO, where Kenyan officials visited Lesotho to review the country’s inclusive education policies, curricula and assessment systems. The mission included field visits to inclusive schools and the Lesotho College of Education to discuss teacher preparation. Building on this collaboration, Lesotho outlined a robust roadmap for continued partnership with Kenya, including: 

• Establishment and training of MoET officers to support functional assessment, identification, referral for other services and school placement of children with disabilities by 2026
• Support in the national curriculum reform through providing technical support on inclusive curriculum adaptation (ongoing) and accessible materials development, aligned with inclusive education pedagogy
• Development of an inclusive education teacher training program to be rolled out in Lesotho teachers training colleges for pre-service teacher training.
• Joint research initiatives and exchanges to strengthen evidence generation and share regional lessons.

Credit: UNICEF ESARO

Following the learning visit, the government of Malawi, through the Ministry of Education, undertook a range of actions to strengthen disability-inclusive education. Malawi prioritized capacity strengthening for both in-service teachers and teacher educators. The visit reinforced the need to ensure that inclusive education is not limited to special schools, but rather fully embedded into the mainstream education system. 

Subsequently, Malawi embarked on a large-scale training initiative, with over 471 teacher educators from public and private institutions trained on inclusive education pedagogies. These trainings cascaded down to 33,000 primary school teachers trained in inclusive pedagogy, and 1,325 teachers trained in sign language to support learners with hearing impairments enrolled in schools.  

Credit: UNICEF ESARO | Visit to the Ministry of Education of Kenya

These efforts were complemented by reviewing and aligning pre-service and special needs education curricula to ensure consistency with inclusive education principles. The Initial Primary Teacher Education framework was also redeveloped to embed inclusive strategies in pre-service training for teachers.  

The post-visit period also saw increased budgetary allocation for inclusive education in Malawi. The government raised the allocation for teaching and learning materials in Teacher Training Colleges from MK 675 million (US$384,750) to MK 1 billion ($570,000) in the 2024/25 financial year, enabling colleges to procure accessible materials for pre-service training. Additionally, Inclusive Education Departments were established in new colleges in Chikwawa, Mchinji and Rumphi, to create strong pre-service training programs for teachers on inclusive education laying a stronger institutional foundation. 

Malawi is also leveraging the momentum to influence broader policy shifts. The Disability Act of 2024 has started being implemented and with support of organizations of persons with disabilities, awareness and advocacy sessions are being conducted to disseminate this policy.  The National Education Act (2013) and National Education Policy are under review with a commitment to integrate inclusive education as a priority. Opportunities for inclusive education have expanded further through: 

• Introduction of inclusive education courses in degree and diploma teacher education programs
• Government commitment to building 34 model resource centers (one in each district) equipped with accessible and inclusive resources to support children with disabilities
• Plans for training pre-primary teachers in early identification of learning difficulties and intervention
• Provision of 400 scholarships for girls with disabilities through the Malawi Girls’ Education Trust Fund. 

With clear goals and a supportive policy environment, Malawi is now advancing an inclusive education agenda that is equitable, sustainable and accessible for all, including children with disabilities.  

Credit: UNICEF ESARO | UNICEF ESARO Education Specialist, Helene Cron, gives welcoming remarks for the experiential learning visit

The learning visit to Kenya stands as a great example of how peer learning and South-South collaboration can drive meaningful progress in disability-inclusive education. The ripple effects in Lesotho and Malawi as seen in teacher training reforms, curriculum adaptation, strengthened policies and increased financing demonstrate that shared knowledge can lead to localized and sustainable action.  

This outcome was made possible through the KIX A19 Hub, a partnership between UNICEF ESARO, UNESCO IICBA, and the African Union's Pan-African Institute for Education for Development (IPED). By fostering cross-country collaboration and knowledge exchange, the Hub continues to empower countries to build systems where every learner, including those with disabilities, has equal access to learning opportunities. As more countries adapt lessons from their peers, the vision of equitable and inclusive education for all in Africa moves closer to reality.