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Learning Is for Everyone: Paving the Pathway for Disability-Inclusive Education in Mozambique. Research Report

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Title: Learning Is for Everyone: Paving the Pathway for Disability-Inclusive Education in Mozambique. Research Report
Language: English
Authors: Meri Poghosyan, Ghalia Ghawi, Ursula Hinostroza Castillo, United Nations Children’s Fund (UNICEF), Mozambique, United Nations Children's Fund (UNICEF) Office of Strategy and Evidence – Innocenti (Italy)
Source: UNICEF Office of Strategy and Evidence – Innocenti. 2026.
Availability: UNICEF Office of Strategy and Evidence – Innocenti. Via degli Alfani, 58, 50121, Florence, Italy. Tel: 39055-20330; Fax: 39055-2033220. email: florence@unicef.org; Web site: https://www.unicef.org/innocenti/
Peer Reviewed: N
Page Count: 66
Publication Date: 2026
Document Type: Reports - Research
Descriptors: Foreign Countries, Students with Disabilities, Inclusion, Equal Education, Access to Education, Attitudes toward Disabilities, Academic Accommodations (Disabilities), Child Safety, Violence, Educational Quality, Student Welfare, Public Policy
Geographic Terms: Mozambique
Abstract: Since the 1990s, the Government of Mozambique has demonstrated its commitment to disability inclusive education through the adoption of progressive legislation, policies, and strategic plans, as well as through the ratification of key international conventions that uphold the rights of persons with disabilities. Despite these efforts, significant barriers remain. Children with disabilities continue to represent a disproportionate share of out-of-school children, funding gaps persist, and data on children with disabilities remains inconsistent. This paper was developed as part of UNICEF's Learning is For Everyone (LiFE) research implemented in Mozambique and explores challenges and promising practices in Mozambique's pursuit of inclusive education for children with disabilities. Based on the findings, the report outlines evidence-based recommendations across five priority areas: (1) social perceptions and attitudes towards disability; (2) education provisions for children with disabilities; (3) access to education for children with disabilities; (4) quality of education for children with disabilities; and (5) Safety and violence prevention for children with disabilities. The recommendations provide short, medium, and long-term goals to guide implementation and ensure sustainable progress toward disability inclusive education. [This report was created with Mozambique's Ministry of Education and Culture (MEC).]
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED680052
Database: ERIC
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  Data: Learning Is for Everyone: Paving the Pathway for Disability-Inclusive Education in Mozambique. Research Report
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  Data: <searchLink fieldCode="AR" term="%22Meri+Poghosyan%22">Meri Poghosyan</searchLink><br /><searchLink fieldCode="AR" term="%22Ghalia+Ghawi%22">Ghalia Ghawi</searchLink><br /><searchLink fieldCode="AR" term="%22Ursula+Hinostroza+Castillo%22">Ursula Hinostroza Castillo</searchLink><br /><searchLink fieldCode="AR" term="%22United+Nations+Children%27s+Fund+%28UNICEF%29%2C+Mozambique%22">United Nations Children’s Fund (UNICEF), Mozambique</searchLink><br /><searchLink fieldCode="AR" term="%22United+Nations+Children's+Fund+%28UNICEF%29+Office+of+Strategy+and+Evidence+–+Innocenti+%28Italy%29%22">United Nations Children's Fund (UNICEF) Office of Strategy and Evidence – Innocenti (Italy)</searchLink>
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  Data: UNICEF Office of Strategy and Evidence – Innocenti. Via degli Alfani, 58, 50121, Florence, Italy. Tel: 39055-20330; Fax: 39055-2033220. email: florence@unicef.org; Web site: https://www.unicef.org/innocenti/
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  Data: Since the 1990s, the Government of Mozambique has demonstrated its commitment to disability inclusive education through the adoption of progressive legislation, policies, and strategic plans, as well as through the ratification of key international conventions that uphold the rights of persons with disabilities. Despite these efforts, significant barriers remain. Children with disabilities continue to represent a disproportionate share of out-of-school children, funding gaps persist, and data on children with disabilities remains inconsistent. This paper was developed as part of UNICEF's Learning is For Everyone (LiFE) research implemented in Mozambique and explores challenges and promising practices in Mozambique's pursuit of inclusive education for children with disabilities. Based on the findings, the report outlines evidence-based recommendations across five priority areas: (1) social perceptions and attitudes towards disability; (2) education provisions for children with disabilities; (3) access to education for children with disabilities; (4) quality of education for children with disabilities; and (5) Safety and violence prevention for children with disabilities. The recommendations provide short, medium, and long-term goals to guide implementation and ensure sustainable progress toward disability inclusive education. [This report was created with Mozambique's Ministry of Education and Culture (MEC).]
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      – Text: English
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Inclusion
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