ࡱ> VWXY[  bjbj 8ΐΐ*b b 8  n 1Lz>}  }}4Ʊ(((}4(}((B?6-8 fܱ0 &ZE!Z?Z?\}}(}}}}}%}}} }}}}Z}}}}}}}}}b k: @EFA-VI AFRICA REPORT January December 2014 No.Area of ReferenceDescription1EFA-VI promotion/ awareness activities implemented in the focus country. Burkina Faso FC: During the 2nd quarter, UNABPAM (also the nodal agency responsible for Campaign implementation in Burkina) participated in the commemoration of the World Braille Day. The event that was sponsored by the World Braille Federation (WBF) and attended by the Ministry of Education and that of Social Affairs was well covered by the media. In partnership with Coalition Nationale EPT du Burkina Faso (CN-EPT/BF) AB-PAM the Burkina national association of the Blind made the GAW launch in the country a success. The ICEVI Africa Region Coordinator attended the event launch that saw the Ministry of Education, UNICEF, Handicap International and Light for the World, among other NGOs, represented. In the month of June, ABPAM led a series of awareness building activities on EFA-VI and inclusive education to MoE, NGOs, local authorities and Community Based Organizations (CBOs). There were a number of positive conclusions; Family and community of learners with visual impairment should also be involved in the education process since learning starts at home before the children go to school. Special Needs and Inclusive Education concerns should be included in plans from county to national level. CBM in Burkina Faso gave a commitment to include needs and concerns of persons with disabilities in their programme work. The GAW celebrations in Burkina were launched on 8th May. Ethiopia FC: ESNEPA celebrated the 2014 GAW on 23rd May 2014 at Menlick II Primary School. This was done in collaboration with students with and without visual impairment from several local schools, educational leaders, regular and special needs teachers and members of the host community. At this event, the overall objective of the celebration was presented by the Executive Director of ESNEPA. This was followed by different inclusive education activities from learners. The activities included poetry competitions and debate. The debate of the day was on money versus love to mean education for money against education for all. Two teachers presided over as judges and students were awarded different types of diaries as presents according to level of performance. Ghana FC: On 17th June the Ghana Blind Union (GBU), in collaboration with the Ghana National Education Campaign Coalition and the Special Education Division of the Ghana Education Service hosted the 2014 Global Action Week (GAW) under the theme Inclusive Education. The celebrations were merged with those of the Day of the African Child (DAC). As part of activities marked for the celebration, there were media publications, TV and radio interviews on the practice of Inclusive Education in Ghana, the Inclusive Education Policy and way forward. The celebrations were started off by a route march of children with and without disabilities from several schools. They carried with them placards and presented a communiqu to the Minister of Education on the urgency for adaptation and implementation of the Inclusive Education policy. GBU is the nodal agency responsible for Campaign implementation in Ghana. Kenya FC: GAW celebrations: In Kenya, the implementation of Free Primary Education (FPE) program has led to increased enrolment of both regular and Special Needs Education students in public schools and has also increased the demand for Special Education trained teachers as well as relevant infrastructure and learning materials. Elimu Yetu Coalition (EYC), which is the GCE national representative in Kenya and the Kenya Union of the Blind (KUB), also the nodal agency responsible for Campaign implementation in Kenya, among other partners, localised the GAW theme and ran the campaign on Equal Rights, Equal Opportunities: Inclusive Education for Children with Disability. The coalition rallied the Ministry of Education, Teachers Service Commission, Kenya Institute of Curriculum Development, development partners, various disability agencies, civil society organizations in Kenya, teachers, students, education campaigners and members of the public to take part in the GAW. The GAW global events rolled out between 4th and 10th May 2014. However the constant Alshabaab militant attacks in Kenya made authorities ban all public gatherings and processions in the country. The logistical problem notwithstanding, EYC and partners managed to reschedule the event and later combined it with the celebration of the Day of the African Child on June 16, 2014. Networking and partnership building; In the 3rd and 4th quarters, the Kenya Union of the Blind was engaged in networking and partnership building activities. KUB, with funding from ICEVI, engaged the following organizations: Kilimanjaro Blind Trust (KBT) and the African Braille Centre (ABC) and two round table meetings were held with respective heads of the organizations at the KUB Secretariat. The objective of the meetings was to establish ways through which the three organizations can lobby to bring down the cost of Braille equipment, books and paper, so that many schools can afford and therefore, ensure that as many children as possible can access quality learning. Collaborative activities with national government and partners: KUB, in partnership with Meru Blind and Associates (MEBA) and the American Friends of Kenya (AFK) are working together to strengthen resource centres/ libraries to make them accessible by persons with disabilities in both Kenya and Uganda. This is part of ICEVIs initiative to come up with centres of excellence on information access, advocacy and policy work, networking etc. Advocacy work: During the year, KUB also continued to contribute towards the implementation of the Basic Education Act, by developing strategy in partnership with education stakeholders. A draft report has been prepared to that effect and it was accepted in a recent workshop held at Jacaranda Hotel in Nairobi. It is hoped that the Basic Education Act with proactive clauses on Inclusive Education (IE) when actualized shall have positive impact towards education for learners with disabilities in Kenya. Malawi FC: During the 2nd quarter, the Malawi Union of the Blind (MUB), the nodal agency responsible for campaign implementation in the country carried out the following activities:- GAW Planning meeting: Between February and May, 2014, MUB participated in planning meetings for GAW organized by Civil Society Education Coalition (CSEC). CSEC is GCE national representative in Malawi. MUB is a member of CSEC and its Chairman is also the Vice Chair of CSEC. Due to national elections that took place on 20th May (around intended time of GAW celebrations), the committee resolved to have the celebrations moved to the third week of July. Visit to the Malawi National Examinations Board: The commencement of the National Examinations for Primary School Leaving Certificate, Junior Certificate and Malawi School Certificate in May, 2014 awakened mixed reactions as far as candidates with visual impairment are concerned. This is based on the fact that in previous such examinations challenges among these examinees have been numerous. MUB being the lead advocate for persons with visually impaired in Malawi met the board to address the issues ranging from poor spelling, use of Grade II Braille in Chichewa (the Malawi national language) to poor arrangement of questions and missing of text in some papers. During the discussions, MUB also raised a concern that even after facing difficulties in exams, there is also a tendency of missing marks/ grades of most visually impaired candidates. MUB appealed to the board to find a lasting solution on the concerns raised above. On its part, MUB recommended the following:- Investigations to be conducted to identify the magnitude of the above described problems. Establish standard linkages to cover the gaps innate in the process of administering examinations to Braille and large print user candidates. Ensure that the 2014 Junior Certificate of Education (JCE) and Malawi School Certificate of Education (MSCE) examination papers are put into Braille using standard rules and are proof-read before administration. End the tendency to have some Braille and large print user candidates answer sheets unmarked, ungraded or merely having their results not released. Visit to Malawi Institute of Education on Curriculum and IEC Materials: In April, 2014 MUB visited the Ministry of Education in Lilongwe and Malawi Institute of Education on Curriculum and IEC Materials in Zomba. The visits intention was to lobby for the inclusion of the issues for the visually impaired learners in curriculum development. To this end, both the Ministry of Education and the Institute resolved to take necessary steps to make the inclusions. On the other hand, they agreed to consult MUB in the inclusion process. MUB will use support of EFA-VI to monitor the progress. This year ICEVI also partnered with VIHMA (a deaf-blind advocacy organization in Malawi). This is within ICEVIs effort to promote the educational right of deaf-blind children and those with multi disabilities also. As a way of trying to establish real issues affecting deaf-blind learners, VIHEMA decided to engage some key stakeholders in the area of Education. These included the Special Needs Education (SNE) department, Montfort College and Save the Children in Malawi. A number of issues were discussed and committed to:- Inclusion of deaf-blind issues and concerns in the national teaching and learning curriculum. Inclusion of deaf-blind issues and concerns in EFA programmes and projects. Strengthening capacity building of teachers; in-service and pre-service in deaf-blindness. Provision of relevant assistive devices to deaf-blind learners. Foster networking and partnerships to promote issues around deaf-blindness. Lobby and advocacy for training of teachers: In the 3rd quarter, MUB lobbied the Ministry of Education, Science and Technology to end a sit-in strike by specialist teachers in the country. This had been attributed to the fact that the Ministry had not accredited special needs education teachers credentials, a move that would have otherwise resulted into their promotions and salary increment. Lobby and advocacy for intensive monitoring and mainstreaming of secondary/ high school curriculum: The 11 phone-in programmes and a press statement by MUB on the low level of inclusiveness of secondary curriculum pressurised the government to postpone the implementation of the new syllabi in the 2014/2015 academic year. MUB proposed to the government to undertake an intensive inclusive review of the curricula before implementing it. Promotion of inclusiveness in education networks/ organization/ groups: The District Education Network meetings that MUB participates in have helped to mainstream Special needs education concerns in their existing programmes. MUB representatives have also been elected as executive members of some the networks. Promote networking and information sharing on education for learners with disabilities: In the 3rd quarter, MUB participated in a meeting to plan way forward on harmonization of educational projects on inclusive/ special needs education. The meeting was organised by the Ministry of Education, Science and Technology following concerns that there are several organizations/ institutions in the country implementing different projects and programmes, yet with a similar objective on inclusive/ special needs education. The initiatives are also implemented without the important involvement of the Ministry. This has led to poor sustainability and duplication of efforts as well as wastage of resources since their beneficiaries are more or less the same. To this end, the meeting resolved on two key points; There is a need to constitute a stakeholders forum on inclusive education, and The essence of designing a national strategy on inclusive education. Mali FC: The GAW celebrations were launched on 6th May at the premises of UMAV (the national association of the blind and also the nodal agency responsible for Campaign implementation in Mali). The Ministry of Education and Sightsavers were present. The ICEVI Africa Region Coordinator was also present. There were over 150 children with disabilities most of whom were those with visual impairment. It was also during this event that the Regional Coordinator took chance to have the EFA-VI Campaign officially launched in the country. To start of the Campaign implementation on a good note the Regional Coordinator already made contacts with Sightsavers office and the MoE that promised to support the Campaign. Rwanda FC: Visits to school and centres, which can admit visually impaired students: On 22nd and 29th January, the Rwanda Union of the Blind (RUB) staff visited VTC Nyanza and Ubumwe Centres located in Nyanza district and Rubavu district in Southern and Western provinces respectively. The purpose of the above visits was to collect information regarding the admission of visually impaired students in vocational training courses. After discussing with authorities, they agreed to welcome visually impaired learners but to start with, the learners need to be able to fund their centre requirements before their needs are included into the mainstream programme. On 26th March and 15th April, RUB staff visited HVP Gatagara Rwamagana (a school for visually impaired learners located in the Eastern province) and G.S Gahini (an integrated school, which admits both sighted and visually impaired students, also located in the Eastern province). The aim of this visit was to collect information to find out the number of learners with visual impairment so as to have the latest update to assist in planning. The other aim of the visit was to also find out the number of learners who sat for the final secondary examination, for advocacy purposes to enable them join institutions of higher learning including university. Discussion meeting on quality education: The meeting was held at the RUB head office on Thursday 20th March 2014. The aim of the meeting was to discuss on the feasibility of inclusive education with respect to quality education for children with visual impairment. The meeting came up with the following conclusions: Organize meeting with Rwanda Education Board (REB) to discuss about the implementation of the new inclusive education policy. Prepare a concept note on strategies for policy implementation and submit it to REB. Contact UNICEF among other like-minded NGOs in the education sector to be part of the above mentioned meeting and discuss how they can be part of the policy implementation lobbying process, i.e. to look for potential partners to work with RUB to influence the government to implement the inclusive education policy. Key proposals to REB to be: design a programme for in-service training that would enable teachers to better respond to the needs of learners with vision impairment; establishment of inclusive education pilot schools; design Inclusive curriculum that will help visually impaired students to reach their potentials at school; provide text books and other training materials in accessible formats like Braille. RUB received the annual human rights prize from the Leitner Centre for International Law and Justice: RUB received the annual human rights prize from the Leitner Centre for International Law and Justice in recognition of its efforts in education of people withvisualimpairments in Rwanda. The Ceremony took place on Monday, 3rdMarch 2014 at a dinner hosted by the Leitner Centre,Crowley in New York to honour RUB as one of its activists with whom Leitner centre worked with during the previous year. 140 lawyers were invited. RUB was selected among the partners that Leitner Centre worked with in 2013 since it strives for the protection of the rights and dignity of visually impaired people in Rwanda, especially in the area of education. Awareness meeting with parents of children with visual impairment: On 19th June, RUB conducted a meeting of parents of children with visual impairment. The objectives of the meeting were to share with parents the situation of children with visual impairment in society, to promote the quality of education of children with visual impairment (CWVI) and to help parents realize and fulfil their respective roles in the education of their children. Meeting conclusions: RUB, with support from partners will continue helping the children under its support programme by providing school fees, health insurance and other needs related to their wellbeing in school. Parents agreed to send their children to school at the time required by the ministry of education and not to hide them at home. Parents have a responsibility of liaising with education officials so as to provide and on the other hand, to get accurate information for the benefit of their children with visual impairment. It is not the entire responsibility of development partners and the education ministry to take care of children with disabilities. Parents also have a responsibility to conduct follow-ups with their children both at home and while in school. Press conferences: Two press conferences were conducted in the 4th quarter. The aim of one of the conferences was to bring to the public attention the prize that RUB received (as indicated above). RUB acknowledges the ICEVI, EFA-VI Campaign as key contributor to this success. Through this conference, RUB was also aiming at attracting journalists to join RUB in raising the voice for inclusive education. The second press conference was convened to raise the concerns of youth with special needs in their access to institutions of higher learning. This was done in collaboration with the National Union of Disabilities Organizations in Rwanda (NUDOR). White Cane Day and RUB 20th anniversary celebrations: On 22 October 2014, at Hilltop Hotel (Remera-Kigali), RUB members, national and international partner representatives, friends, stakeholders from government institutions, Civil Society Organizations, representatives of organizations involved in the disability work, journalists from different media houses and many more joined together to celebrate both the founding of RUB and the international White Cane Day. The celebration commenced with white cane demonstration march from Prince House to the Hilltop Hotel. The Africa Region Coordinator was present on behalf of ICEVI. Uganda FC: During the 2nd quarter, EFAVI in Uganda supported 2 children with visual impairment (Marvin Makokha and Tahiya) to attend the Global Action Week (GAW) Launch that took place at Hotel Africana in Kampala district. The 2 children who were boy and girl were escorted by their mothers. The EFAVI Uganda team participated and also supported the national Sports Championship where 43 districts were represented. The event was inclusive of athletes with disabilities and in particular those with visual impairment from schools. 86 out of the 103 expected teams turned up for the event. The sporting activities carried out included athletics; field and track where athletes with visual impairment show-cased their talents in short put and in 100m and 400m races. 5th May was the day the GAW was launched in Uganda. There were a number of interesting activities that were planned by the Forum for Education NGOs in Uganda (FENU), the GCE national representatives in Uganda. ICEVI Uganda team was centrally involved. They attended the GAW National Dialogue at Imperial Royal Hotel where a communiqu containing issues affecting the education of children with disabilities was handed over to the Minister of the Elderly and Disability on behalf of the Speaker of Parliament. In addition, the ICEVI Uganda team supported 12 children and 2 of their teachers to participate in the Climax celebrations of GAW in Uganda which took place at Hoima district. One of the students demonstrated how the visually impaired use the Perkins Braille machine while one of the teachers enlightened the gathering on the importance of the white-cane which is an identity and mobility tool used by the visually impaired. 2 children and 2 teachers were sponsored by ICEVI to participate in activities related to the Day of the African Child celebrations. The four attended the children forum and the stakeholders debate that took place at Hotel Africana on 10th and 11th of June, 2014. These activities were aimed at enabling children to come up with issues affecting their education and there were also suggestions for possible solutions to the issues raised. Finally the EFA-VI Uganda team, together with the Operations Days Work (ODW) joined the rest of the people in the celebration of the Day of the African Child in Lira district. The Uganda National Association of the Blind (UNAB) is the nodal agency responsible for Campaign implementation in Uganda. During the 4th quarter, EFAVI in Uganda contributed to the support of the International white cane day celebrations. The occasion was on 15th October. On 23rd October, the EFAVI Uganda team attended a meeting on access to quality education organised by the national education coalition (FENU). During this period, it is good news to report that UNAB was registered and subscribed as a member of FENU. EFA-VI Taskforce meeting was held on 28th November and 6 members were in attendance. 4 Board members of UNAB, namely Mr. Yiga George, Ms. Mazzi Deborah, Mr. Etiang James and Mr. Hamya Julius and 3 guides and a driver were supported by the EFAVI campaign in Uganda to attend the International Disability Day (IDD) on 3rd December. The President of Uganda His Excellency Kaguta Museveni was the days Chief Guest. The EFAVI Team went to Capital radio for a talk show to shed light on the IDD. Also, during the show, advocacy messages on the need for quality education for persons with disabilities, especially to the visually impaired children were emphasized by the team. There was a contribution from EFA-VI to the Bible Society of Uganda towards printing of Bibles for persons with visual impairment. The bibles would be mainly distributed to schools of learners with visual impairment. During this quarter, printing of calendars with EFA-VI messages for advocacy and awareness rising was done. 2Workshops and capacity building programs conducted. Please indicate: Date of training Topic of training Materials used in training Number of participants Gender of participants Nature/ origin of participants; (teachers, parents, officials from Ministry of Education etc). Ethiopia FC: Capacity on SNE strategy and its guidelines: In the 2nd quarter, the Ethiopia Special Needs Professionals Association (ESNEPA) and also the nodal agency responsible for Campaign implementation in Ethiopia conducted capacity building to 25 parents (17 male and 8 female) on SNE strategy and its guidelines. They were also taken through disability awareness and importance of educating children with disabilities and roles of parents and community in educating learners with disabilities. Training to ENAB representatives and partners: At Menelik II Primary School in Addis Ababa, on 18th October, the Ethiopia Special Needs Education Professionals Association (ESNEPA) (also the nodal agency responsible for campaign implementation in the country) conducted training to Ethiopia National Association of the Blind (ENAB) representatives. The training that brought together 12 ENAB representatives and 11 ENAB working partners was aimed at imparting knowledge on building useful networks and collaboration to promote education for learners with visual impairment. The following topics were covered: the rationale for provision of special needs and inclusive education, Ethiopia Education and Training (ETP) policy and Ethiopia special needs/ inclusive education strategy and their impact on teaching and learning among children with visual impairment in the country. Ghana FC: Capacity building on basic inclusive education: During the 2nd quarter, one day sensitization seminar was organized for parents of visually impaired and deaf-blind children in National Basic Inclusive School and Cape Deaf-blind Unit school in the Central Region. This was conducted on the 28th June 2014. The purpose of the training was to enhance parents knowledge on visual impairment and how to support their children both at home and in school. A total of 98 parents (64 female and 34 male) participated in the workshop. Parents were taken through key practical roles of parenting. The following topics were treated: Parent, the first teacher - under this topic, parents were made to understand that they are the first role models of their children. They are to inculcate social values in their children. As parents of visually impaired children, they should see the child first and not the disability or the blindness. Parents are to learn alongside their children, support them to do their homework as they have been supporting their other sighted children. Parent, the provider, protector and security - parents were encouraged to take keen interest in their wards education and not to compromise on the education of their blind or hearing impaired children with material things. They were encouraged to spare time and learn with their children with disabilities, provide educational materials for their wards/ children and let the children feel secure emotionally and socially. They were inspired to visit their wards in school and spare time to discuss their progress with the teachers. Sighted guide techniques - parents were taken through demonstration lesson on sighted guide techniques and urged to train other family members at home. Three parents shared their experiences of bringing up their blind children. The under listed principles were developed with the facilitator and parents: key steps to take: Encourage yourself as a parent (dont think of what your child cannot see). Look up for the potential in the child. Put up positive attitude and encourage your child. Remember that your child is a child first. Don't think of your child as a blind or handicapped child. Their disability is an integral part of who they are but does not define who they are or ought to be as a person. Take key interest in your childs education Practice, what your child learns at school. Set aside time to read together or learn with your child Connect what your child learns to everyday life. Make learning part of your childs everyday experience, especially when it comes out of your childs natural questions. When you cook together, do measuring math. Help your child take charge of his learning. We want to keep children in charge of their learning and become responsible for it. Show them how engaging learning is and that the motivations for learning should be the childs intrinsic interests, not an external reward. Dont over-schedule your child. While you may want to supplement school with outside activities, be judicious about how much you let or urge your child to do. Desire to learn something new about your child regularly. Parents were exhilarated and left the workshop with expectation of forming community based parent groups as a platform to learn and share experiences with others. The facilitator promised to follow up on the formation of the groups. Sensitization seminar to parents of visually impaired children: During the 3rd quarter, a one-day sensitization seminar was organized for parents of visually impaired children. The trainings were done in the Avakpedome Basic Inclusive School in the Volta region and St. Joseph inclusive and Unit school of the blind from the Brong Ahafo Region. The sensitizations were conducted on the 24th June and 18th July 2014 respectively. The purpose of the training was to enhance parents knowledge on visual impairment and to impart them with skills on how to support their children both at home and in school. A total of 92 parents (45 female and 47 male) participated in the workshop. 52 parents (27 female and 25 male) were sensitized in Avakpedome and 6 parent groups were formed. 40 parents (18 female and 22 male) were sensitized at the St. Joseph inclusive school and thereafter 5 parent groups were established. Thereafter all the groups had one meeting each to draw their plan of action and also elect interim executive officers to run their groups. A total of 12 resource teachers (8 female, 4 male) also participated in the workshop. Parents were taken through key practical roles of parenting. The following topics were treated: parent, the first teacher; parent, the provider/ protector and security as well as sighted guiding techniques. Reading competition: During the 4th quarter, reading competition was organized for Wa school for the blind and St. Paul Methodist basic school in Wa in the Upper West region on the 25th November 2014. The purpose of the training was to enhance the reading skills of visually impaired students. The programme was also aimed at raising levels of awareness to sighted pupils and teachers on the reading capabilities of blind students. Reading is important since it affords both blind and sighted students the opportunity to socialize. A total of 18 students participated in the competition which was held at three levels Lower primary, upper primary and junior high school. Each level presented 3 candidates, making a total of 9 candidates per school. The competition was based on reading, spellings and comprehension. Over 250 blind and sighted students participated in the programme as observers and cheered their competitors up. 48 teachers (21 female and 27 male) from both schools participated as witnesses and supported their pupils. 6 teachers (3 from each school) participated as recorders and time keepers. 3 officers from the municipal education office (2 circuit supervisor and 1 municipal director of Special Education) were the quiz masters of the 3 levels. The Municipal Deputy Director in charge of supervisory represented the Municipal Director of Education in the presentation of awards to the competitors and schools. The national director of special education in charge of Education of the Visually Impaired (EVI) was the leader of team from the national head office who travelled to the Upper West region to oversee the competition. Awards: All the 18 pupils who competed were given one talking watch each. Best reader at the lower primary category was given mathematical set, writing kit containing pencils, pens, colour pencils, erasers and sharpener. A sighted pupil took this award. Both best readers from upper and junior primary were awarded with digital recorders each. These categories were won by blind students.3Challenges and notable experiences in implementing budgeted activitiesGenerally the postponement of the Forum led to replanning within FCs. This resulted into activities rescheduling and in some instances delay in funds disbursement to countries. Also due to the Ebola situation in West Africa, most crucial activities at the regional level including meetings, forums and workshops could not take place. 4Collaborative activities with national government and partners (e.g. Sightsavers, CBM, Light for the World, Sense International, Perkins international, UN agencies, etc.)Post-2015 Development Agenda: In the month of March, ICEVI participated in Nairobi Conference on the Post-2015 Development Agenda and the UN CRPD in Africa, jointly organised by the International Disability Alliance (IDA), the International Disability and Development Consortium (IDDC) and the UN Partnership to Promote the Rights of PWDs. The focus of the conference was to deepen dialogue between African, global and regional DPOs to strengthen advocacy for inclusive development. A key deliverable of this Conference was the Nairobi Declaration, which has been widely shared and forms a strong basis for engaging African Governments on various development issues stemming from the CRPD and the Post-2015 development framework. The Africa Forum: As a member of the 6th I.D.P. Africa Forum Programme Committee, the Regional Coordinator participated in several planning meetings with partners, I.D.P. Perkins, AFUB, Sightsavers and SADPD to ensure ICEVI representation and inclusion. Due to Ebola pandemic, the event has since been postponed to 2015. GAW and Day of the African Child Engagements: He, the Regional Coordinator also engaged several Ministries of Education, national associations of the blind and national education consortiums to plan for the GCE Global Action Week (GAW) set for 4th 10th May. This years GAW theme was centred on disability and inclusive education. Attached below are the 2014 EFA-VI/GAW guidelines developed by the Regional Coordinator and sent to FCs:-  EMBED Word.Document.8 \s  Other key contact that was established is the Global Partnership on Children with Disabilities (GPcwd) at FC levels. ICEVI is a GPcwd member at the international level. In Focus Countries where GAW was celebrated, EFA-VI nodal agencies worked in collaboration with respective ministries of education and Global Campaign for Education (GCE) national representatives/ education coalitions. See GAW special report. Also, several FCs with support from EFA-VI participated in celebrating the Day of the African Child (DAC) in June. In a number of FCs like Kenya and Ghana, GAW and DAC celebrations were merged. Mapping exercise of ICEVI partners and contacts: In 2014 the Regional Coordinator conducted Mapping exercise of its partners and contacts in Africa. See attached 2014 versions of Mapping report and ICEVI contacts database or double-click on icons below to access;  EMBED Excel.Sheet.12   EMBED Excel.Sheet.12  Support to the CIDA/ WBF inclusive education project: In the months of January and February, the Regional Coordinator supported the African Union of the Blind (AFUB) to prepare documents and to conduct evaluation of the CIDA/ WBF funded Inclusive Education project in Lesotho. See attached report or double click on icon below to access:  EMBED Word.Document.8 \s  Adaptive Maths Training: In the month of August, ICEVI, in collaboration with the Centre for Mathematics Science and Technology in Africa (CEMASTEA) conducted an in-service adaptive Maths training. The Trainer of Trainers (ToT) short course was aimed at increasing the level of competency of teachers in teaching adaptive Mathematics; making Mathematics easy, practical and interesting to the learner with visual impairment. It was branded Introductory Course; Teaching Mathematics to Learners with Visual Impairment. Click on the icon below to access full report;  EMBED Word.Document.8 \s  Marrakesh Treaty Campaign: The Regional Coordinator is part of the Marrakesh treaty signing and ratification advocacy campaign committee steered by the Africa Union of the Blind (AFUB). Within the 3rd quarter, the team developed and rolled out a plan to lobby for the signing and ratification of the Marrakech Treaty by African States. The Open Society Foundation (OSF), through WBU funded the African Initiative to the tune of US$ 20,000. The advocacy plan currently targets Kenya, Tanzania and Uganda in the Eastern region; Lesotho, Mozambique and South Africa in the Southern region; Cape Verde, Ghana, Nigeria and Senegal in the Western region; Cameroon and Congo Brazzaville in the Central region; as well as Mauritania and Morocco in the Northern region. The plan basically focuses on formation of national Right to Read alliances; developing and sharing an advocacy tool kit in appropriate formats, creative use of social media specifically Skype and Drop box and training of AFUB Board and staff on how to conduct advocacy work. Rational of ICEVIs involvement: The objective of ICEVI and in particular the EFA-VI Campaign is to promote the educational right for children and youth with visual impairment. Access to published works by persons with print disabilities as is the objective of the treaty is most certainly a strategy towards increasing literacy levels among persons with visual impairment, which explains the objectives of ICEVI and EFA-VI in particular. ICEVI therefore would like to use this platform to promote its advocacy activities on education access in its FCs and at the Africa/ regional level. ICEVI advocacy initiatives for 2015 both at country and regional level will also include Marrakesh work. Also the EFA-VI Campaign seeks to move to some of the targeted countries of treaty advocacy. Achievements of the year: The Treaty has been accessed and shared with AFUB membership in English, French, Portuguese and Arabic. Right to Read Campaign meetings have been held in Uganda, Ghana and Kenya. Relevant campaign documents have already been translated into the applicable languages and shared out with the project countries. An advocacy toolkit has been developed and translated into the AFUB working languages. An AFUB Drop box was created and all Campaign literature is being uploaded as and when it is obtained. AFUB also contracted the Kenya Union of the Blind (KUB) to format the same documents into Braille, large print and daisy. KUB went an extra mile and developed a user manual for these documents, which have also been placed on cassette disc. Several planning, management and supervisory meetings have been held by the advocacy team. The planned training of the AFUB Board of Officers on the Marrakech Treaty has been redesigned to take the form of one-on-one regional dialogues with the Regional Officers. This will be through such communication facilities as telephone, Skype, talking communities; and/or face-to-face whenever possible. Africa Commission on Human and Peoples Rights (ACPHR): You may recall In April and October, 2013 the Regional Coordinator participated in the NGO Forum by the African Centre for Democracy and Human Rights Studies (ACDHRS), and the 53rd and 54th Ordinary Sessions of the Africa Commission on Human and Peoples Rights (ACPHR) and the Book Fair in Banjul, The Gambia. The NGOs Forum is one of the main advocacy tools that the Centre uses to promote networking among Human Rights NGOs, for the promotion and protection of human rights in Africa. ICEVI and the Campaign participated to foster closer collaboration and co-operation with NGOs, and with the African Commission for promotion and protection of inclusive and special needs educational rights in Africa. ICEVI plans to participate in the 56th Session in Banjul, The Gambia subject to positive reports over Ebola disease control. To make ICEVIs and partners in disability participation more objective in the forthcoming meeting the following were recommendations for reasons behind attendance: We use the occasion to ask the Commission to lobby member states to ratify the Marrakech treaty, which provides the right of access to published material among persons with print disabilities. It is a good step in the right direction that the CRPD has been signed and ratified by most member states. The Commission has to lobby for more signing and ratification and to encourage the NGOs to support the process of CRPD shadow reporting. We need to ensure our continued participation so that our efforts for Disability mainstreaming within the Commission and its activities do not die-off. As representatives of persons with disabilities we need to be there to evaluate and to offer information for improvement. Such initiatives are likely to wane if the users are not there to advocate their implementation. ICEVIs presence is especially important so as to increase the inclusive voice in the implementation of the African Charter on the Rights and Welfare of the Child (ACRWC). It may be appropriate to appeal to the Commission and NGOs to mainstream Ebola sensitization to include concerns of persons with disabilities. Possibly this may be discussed in the sessions and some attending NGOs are already developing projects and programmes on this. This group (PWDs) is at double risk of contracting and spreading disease since at any point in time even during same conference they will require to be assisted. Pushing for ICEVI observer status. What are the best strategies to do this? So far ICEVI has made 2 appearances. The greatest achievement is so far ICEVI's participation in the ACRWC processes to advise on disability and education. Besides the usual statements, we may lobby for a resolution on one or more of the above key issues. The meeting did not take place as planned due to the Ebola pandemic. It was postponed to 2015. Collaboration with American Friends of Kenya to strengthen resource centres/ libraries to make them accessible by persons with disabilities: Since 2012, ICEVI in Africa has been partnering with the American Friends of Kenya ( HYPERLINK "http://www.afkinc.org" www.afkinc.org), a US based association whose responsibility is to collect school supplies of all kinds, books for all ages and levels, library materials, laptops and assistive devices including white canes and ship them to its partners in Kenya including Meru Blind and Associates (MEBA), which is also an ICEVI partner in the EFA-VI Campaign. ICEVI works with MEBA and the Kenya Union of the Blind (KUB) to facilitate distribution of the materials and devices to identified libraries and resource centres in Kenya and neighbouring Uganda. Kenya and Uganda are EFA-VI Focus Countries (FCs) since 2013. So far two resource centres, in Meru and Busia Counties, and two Kenya National Libraries in Meru and Nairobi Counties in Kenya have benefited. MEBA EFA-VI Initiatives: In the 2nd and 3rd quarters, MEBA and a few groups have been meeting to brainstorm on possible ways to make education for visually impaired a reality in both Meru County and its environs. The following resolutions were arrived at in these meetings: The adults that have completed their primary and secondary education need to be empowered both socially and economically in order to appreciate education in higher levels of learning. A baseline survey should be carried out in Meru and neighboring counties to establish the number of visually impaired children that have not yet assessed basic education. There is a need to have curriculum based materials in MEBA resource center/ library so as to keep learners busy during their school vacations. There is a need to improve ICT in MEBA resource center/ library so as to provide an opportunity to VI learners to interact with the computers. Those that are out of school and are above school going age should be encouraged to initiate income generating activities and invest with the upcoming micro finance savings and credit cooperative societies (SACCOs). The Busia County Resource Centre: On 14th 11th October, the Regional Coordinator visited the Resource Centres in Meru and Busia Counties. The purpose of the visit was to oversee delivery of materials and equipment and also to monitor the EFA-VI Campaign that is supported by the two centres. The books, tapes/ talking books, sun glasses and magnifying glasses were safely delivered to the Board and staff of the centre. The Regional Coordinator is delighted to report that the support from AFK and ICEVI to the Busia Centre has motivated more partners to come on board. The World Bank that supported the current block construction where the centre is located, supported the construction of perimeter fence and installed gate and electricity. The Bank is also moving ahead to construct a kitchen and hostel block to support learners who cannot afford to commute from far. Currently the centre has 8 braille learners. Also, the County Government of Busia plans to approve/ endorse the centre as an extension to the Kenya National Library Services (KNLS) Busia branch and as the most accessible and inclusive resource centre for persons with disabilities in the County. The centre has been challenged to be inclusive by bringing on board members of the host community with specific attention to those with disabilities. This move was identified as a sustainability strategy. ICEVI will also include support towards the centre in its 2015 plan and budget. In collaboration with stakeholders, the centre will be officially launched on January 7, 2015. Meanwhile the Regional Coordinator did some needs assessment and below are what the Busia resource centre may require: Listening devices for tapes/ tape recorders. Braille machines; the sub-county of Busia North, which the centre serves has only one braille machine that supports over 600 persons with visual impairment and over 40 teachers that are interested in learning braille. They also need slates and stylus. The library requires shelves to place materials. At the moment there are only two shelves. They also need furniture - cabinets, tables and chairs for studying. Other requirements Computers (even if used or 2nd hand). Knitting and tailoring machines. Consultative forum to mainstream disability in development policy and programming at the sub-regional level: In October, the ICEVI Africa Region Coordinator participated in a consultative meeting on disability organised by the African Union (AU) Commission and the East African Community. This consultative meeting took place in Nairobi, with the objective of determining priorities for Eastern Africa in a bid to mainstream disability in development policy and programming. The two-day meeting attracted delegates from governments, civil society, African Union (AU) and the East Africa Community (EAC). The meeting got an update on the process of coming up with an Africa Disability Protocol; reviewed the Continental Plan of Action; shared information on the EAC policy on Disability, adopted in 2012; received updates on the AU Disability Architecture; came up with a plan for better involvement and training of senior government officials so that disability mainstreaming can be actualised. The AU Commission will be consulting with other African regions as well and we requested them to involve ICEVI and AFUB national representatives as much as possible, so that the concerns of blind and partially sighted persons can be effectively represented. Development of Disability Policy for the East Africa Community: In the month of June, ICEVI and AFUB participated in a Nairobi Conference organised by the East African Community to develop a sub-regional Disability Policy (the second of its kind after the Kampala one in 2011). A zero draft is now in place. The conference attracted delegates from DPOs and governments in Eastern Africa. AFUB and ICEVI are not in control of the processes, but will endeavour to participate and represent the voices of blind and partially sighted persons in all future conferences. CBM Southern Africa Inclusive Education strategy/ policy development: ICEVI in Africa has been working with the Human Resource and Special Needs Education department of CBM Southern Africa office by giving input to the agencys IE new strategy for its partners within the sub-region. The document is in its final stages and is awaiting approval by CBM Southern Africa Regional Director. Part of ICEVIs plan for 2015 is to lobby FCs to support strategy implementation. Collaboration with Handicap International on the Implementation and Monitoring of the CRPD at the Sub-Regional Level: From Rights to Inclusion project, is a project being implemented by Handicap International (HI) with two national federations of Disabled Persons Organizations (DPO) - Shirikisho la Vyama vya Watu wenye Ulemavu Nchini Tanzania (SHIVYAWATA) and the United Disabled Persons of Kenya (UDPK). The project also partners with national government representatives from the Tanzanian Ministry of Health and Social Welfare (MOHSW) and the Kenyan National Council of Persons with Disabilities (NCPWD). At the regional level, the project partners are the East African Disability Federation (EAFOD) and with the African Unions (AU), Commission on Social Affairs and its secretariat of the African Decade of PWDs now known as the African Disability Alliance (ADA). At a global level, the project partner is Mobility International USA (MIUSA), a renowned expert on gender, disability and leadership. The project aims at moving forward the protection of rights for persons with disabilities including the right to education as outlined in the Convention on the Rights of Persons with Disabilities (CRPD) and national legislation. In the month of October, HI in partnership with East African federation (EAFOD) organized a bilateral symposium bringing together the DPOs, East African community, AFUB, ICEVI in Africa and African Union to share good practices in rights promotion, advocacy, inclusive planning and evidence collection around CRPD implementation. The forum was also used as an avenue to initiate an East African roundtable which will be a platform for communication and sharing best practices where ICEVI in Africa has been included as a member. Symposium on Children with Disabilities; Breaking the Barriers, Carving the road ahead: On 2nd 3rd December, the Regional Coordinator attended A Symposium on Children with Disabilities; Breaking the Barriers, Carving the road ahead. The event was organized by the African Child Policy Forum, ACPF. ACPF is an independent, not-for-profit, pan-African institution of policy research and dialogue on the African child. ACPF was established with the conviction that putting children first on the public agenda is fundamental to the realization of their rights and wellbeing and to bring about lasting social and economic progress in Africa. ACPFs work is rights-based. Its work is guided by the UN Convention on the Rights of the Child, the African Charter on the Rights and Welfare of the Child, and other relevant regional and international human rights instruments. Specifically, ACPF aims to contribute to improved knowledge on children in Africa; to monitor and report progress; to identify policy options; to provide a platform for dialogue; to collaborate with governments, intergovernmental organizations and civil society in the development and implementation of effective pro-child policies and programmes; and to promote a common voice for children in Africa, and of course including children with disabilities. ACPF recognizes that Children with disabilities face a multitude of social, political and economic barriers that limit their inclusion and participation. As a result of these barriers, the vast majorities of these children receive no education and are not provided with adequate support services to access other basic social services; are often stigmatized and mostly remain invisible from the national policy agenda. Based on these challenges and with the aim of further encouraging inclusive policies, programs and service provisions to enable children with disabilities to learn, be protected and contribute equally to their communities and societies, ACPF undertook a number of research studies in Africa. Conducted over the period 2009 to 2014, these studies focused on documenting disabilities in specific countries or focused on certain themes associated with disabilities such as violence, access to education etc. The symposium was a platform to disseminate, share and discuss results of the various findings, with the main aim of creating a platform for dialogue, cross-fertilization of ideas and an opportunity for future collaborative interface for action amongst disability-focused research, advocacy and service providing organizations. Specifically, the symposium aimed at - Building the knowledge base on children with disabilities in Africa and disseminate accurate, comprehensive and accessible information to relevant stakeholders, including children/persons with disabilities; Promoting dialogue among key stakeholders that leads to effective strategy for eliminating barriers to inclusion and development; and Trigger public policy and programmatic action to better protect the rights of children with disabilities in Africa. The convening brought together children with disabilities, DPO representatives, disability researchers and advocates from across and outside of Africa to give political visibility to the challenges and opportunities related to children with disabilities in Africa. It also facilitated dialogue and cross-learning and thereby generating commitment for action. Why was ICEVI represented in this meeting? Also as mentioned above, you may be aware that in April and October, 2013 the Regional Coordinator participated in the NGO Forum by the African Centre for Democracy and Human Rights Studies (ACDHRS) and sessions of the Africa Commission on Human and Peoples Rights (ACPHR) in Banjul, The Gambia. The Regional Coordinator was in the NGOs Forums to network with partners to share and to also get information on disability and education within the continent. This would enable ICEVI in Africa to strategically position the EFA-VI agenda among broad initiatives in the region for effective advocacy of the educational rights for children with visual impairment. ICEVI also participated to foster closer collaboration and co-operation with NGOs and with the African Commission to jointly promote and protect inclusive and special needs educational rights in Africa. Successes of ICEVI in this venture: ICEVI has succeeded in raising its profile and its works are recognized and can now be cited by at least 10 regional initiatives. These include ACDHRS, ACHPR, IDA, African Disability Forum (ADF), Under the Same Sun (UTSS), the Africa Union Disability Architecture (AUDA) and of course ACPF. Starting with ACHPR, ICEVI similar to its long standing partners - AFUB, Sightsavers and the African Disability Alliance (ADA) the former Secretariat of the African Decade for Persons with Disabilities (SADPD) seeks to obtain observer status to the Commission. Such a status will give ICEVI the powers to present petitions and position papers on education for learners with visual impairment in Africa. This is an advocacy strategy that through the Commission member states can be lobbied to sign, ratify and domesticate treaties like the Marrakesh, CRPD and ACRWC that concern ICEVI mandate. With a specific focus on children ICEVI through ACPHR and ACDHRS was introduced to ACPF. Besides the general sessions on Human rights by the ACPHR, ICEVI will especially and particularly increase the inclusive voice in the protection of the rights of the child and the child with disability for that matters. ICEVI participated in the Ethiopia meeting for the above main reason and to see into it that we sit on the Forums committee meetings where decisions are made. This was achieved and it was confirmed we will be invited and participate in forthcoming meetings. Also the regional Coordinator during the conference met the ICEVI Africa Chairperson and Vice Chairperson. The meeting was to discuss and to finalize on the EFA-VI 2015 plan. The final plan and budget with rich input from the two was sent to ICEVI (global) for approval. Collaborative activities: Burkina Faso FC: In Burkina Faso, ABPAM participated in two workshops organized by Handicap International (HI) in planning and defining new strategies for HIs programmes on Inclusive Education and Health. Promoting sound health practices is a strategy to reducing disabilities like blindness. With contribution from ICEVI and EFA-VI, ABPAMs visibility is increasing. In the month of May, the Burkina Prime Minister paid a visit to the UN-ABPAM headquarters to meet young visually impaired learners to discuss on difficulties they face in education, training and integration into society. ABPAM hopes that the responses will improve educational service delivery by the government. Collaborative activities: Ghana FC: Two follow-up meetings were held on the ratification of the Inclusive Education (IE) policy between the Ghana Blind Union (GBU) advocacy committee and the Ministry of Education (MOE). MOE has commenced work on the draft document. There were two media discussions on VIA SAT TV and Unique FM on the IE policy by the Executive Director of the Ghana Blind Union and the Programme Manager on 22nd and 24th September 2014 respectively. The Special Education Division of the Ghana Education Division continues to be of great support to GBU and EFA-VI Campaign implementation in Ghana FC. In fact the division was part of the planning and the implementation of the above mentioned Braille Competition activity. Officers from the Municipal Education office presided over the event. The Municipal Deputy Director (Inspectorate) gave awards. Also the National Coordinator in charge of EVI collaborated with GBU to organise the competition. Collaborative activities: Kenya FC: KUB has collaborated with Kenya Institute for the Blind (KIB) to lobby for textbooks for the lower primary school in Kenya. The process is ongoing. In October alone about 10,000 volumes of books were distributed to the 6 special primary schools for the visually impaired in the country. Collaborative activities: Malawi FC: MUB, in Partnership with Perkins International signed a Memorandum of Understanding to implement a project on Early Reading for visually impaired learners. EFA-VI in Malawi most certainly looks forward to work alongside this project. In the same year (2014), Perkins International proceeded to organize the first nationwide Braille Cup competition where EFA-VI through MUB is a partner. 3 MUB senior members participated in the process as judges. Collaborative activities: Rwanda FC: On 19th 22nd the Africa Region Coordinator paid a visit to the Rwanda Blind Union (RUB). The main purpose of the visit was to monitor the ICEVI, EFA-VI Campaign in the Focus Country and also to attend the 20th Jubilee Anniversary celebrations of RUB. There have been reported challenges in the EFA-VI implementation whereby it has been difficult to add value or to complement existing education and disability related programmes and projects by other partners, as is the implementation strategy of the Campaign. Most such initiatives in the FC are fully funded with donor restrictions on reporting. This meant RUB, the nodal agency responsible for Campaign implementation in the country could not move forward leading to minimal expenditure and activity. Due to this challenge it was therefore agreed that the Campaign in this FC be implemented separately as a project. However only programme activities would be funded. Collaborative activities: Uganda FC: In Uganda, the EFA-VI team, together with the Operations Days Work (ODW) from UNAB joined the rest of the people in the celebration of the Day of the African Child in Lira district. The celebrations were done sometime in June. 5Forthcoming events and planned activities in the next three months. Please locate from your action plan/ activity implementation timelineThe 2015 plan and budget are available. 6National meetings or any meetings conducted relating to the CampaignIn Uganda, UNAB participated in several meetings on how to promote quality education and accessibility organized by the Forum for Education NGOs in Uganda (FENU). UNAB will be hosting the next meeting on 7th August. FENU is the GCE national representative in Uganda. In Burkina Faso, there was a follow up workshop by the Minister of Secondary and Higher Education to discuss recommendations of the 2012 annual report on EFA by UNESCO. ABPAM participated in the meeting. Taskforce meetings in Malawi, Kenya and Mali have been merged with those of respective GCE national representatives. ICEVI Africa EXCO had a successful Skype meeting on 23rd April.7Human interest stories linked with ICEVI initiatives in the country. Please give atleast one story/ case study N/A8Awards, recognition etc. to ICEVI national members N/A9Publications from the country that may be of interest to the ICEVI and viewers of the ICEVI websiteIn the 4th quarter GBU published a newsletter that had several highlights on ICEVI and the EFA-VI Campaign in the country.10Other information from the Country, e.g. research activities, good practice etc. ICEVI in Africa contributed to data (for ICEVI global) on number of capacity building programmes conducted in the region since November, 2009 when EFA-VI was launched, until June, 2004. Click on the icon below to access details of trainings.  EMBED Word.Document.8 \s 11Provide at least 3 photos of activities listed above. Give brief explanation of activity(ies) in each photoN/A Photos can be viewed on the ICEVI website;  HYPERLINK "http://www.icevi.org" www.icevi.org or on the ICEVI Africa face book page;  HYPERLINK "https://www.facebook.com/pages/ICEVI-Africa/1507736769443511?ref_type=bookmark" https://www.facebook.com/pages/ICEVI-Africa/1507736769443511?ref_type=bookmark Completed by (name and signature)ICEVI Africa Region Coordinator on behalf of ICEVI Africa Region Chairman Date28th January, 2015.        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Century Gothic7.@ Calibri5. .[`)TahomaA BCambria Math"1hst$'xt$'    !0 2HP $P,0!xxmartinmartin        !"#$%&()*,-./02  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q@ 0FMicrosoft Excel Worksheet ExcelML12Excel.Sheet.129q@WordDocument aSummaryInformation( DocumentSummaryInformation8!_1483795263 0F ,8,8      "#$%&'(b+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`aefghijklmnopqrstuvwxyz{|}~[ bjbj aΐΐ 5rr8%11GGGn %%%%%%%'G*B%.@n%GG%pGG%%$hH%GKWd(%%%0%8%*l* H%H%*\%,%%%*r {:  Education 4 All Global Campaign Africa Region Global Action Week (GAW) Outline Mode of ICEVI engagement We are working with EFA-VI Campaign nodal agencies in respective focus countries, in this case national associations of the blind to influence the Global Action Week (GAW) on behalf of ICEVI. The associations of the blind are working with respective national coalitions on education, which are affiliates to or local representatives of the Global Campaign for Education (GCE) that are steering GAW in respective countries. In some countries like Malawi, Kenya and Ghana the national associations of the blind sit on the board and committees of the national consortiums and this has improved EFA-VI Campaign activities implementation. This relationship will most certainly impact positively on GAW planning and forthwith implementation. In the GAW national education consortiums are the ones directly responsible for partners coordination in planning and participation in GAW. ICEVI in Africa is ensuring that national associations of the blind participate in the GAW periodic planning meetings to voice the VI agenda. Objective(s) Each national association of the blind is expected to prepare a brief on the state of education of learners with visual impairment in their respective countries. The report that is to be included in the GAW pronouncements before and in the course of the week should include figures; enrolment, retention and transition rates, policy development and or implementation, teacher training, physical accessibility, etc. The main objective of the GAW should be in line with that of the GCE but FCs should bring out the VI agenda for visibility of EFA-VI in the joint venture through their contributions (see below). Timelines As is usually the case the GAW is a series of advocacy activities conducted within the course of a selected week. This years will take place on 4th 10th May. Respective countries are allowed to choose a particular day during that week to mark celebration climax. ICEVIs contribution through associations of the blind Active participation of national associations of the blind in periodic meetings as may be initiated by the GCE national representative. Mobilizing learners with visual impairment from school, colleges and universities. Mobilizing teachers and parents from the said institutions and communities respectively. Giving reasonable financial contributions to the GAW in line with respective budgets. The EFA-VI budget has a general budget line under Africa region and general activities that will award FCs that show creativity and innovation in their plans for GAW. However to ensure integration with EFA-VI work ICEVIs involvement in the GAW is centred around objectives 1 and 2 of our strategy which are aimed at Building awareness among relevant organisations and initiatives of the needs of children with visual impairment to achieve EFA and EFA Plans / Education Sector Development plans address inclusion of children with disabilities and in particular those with visual impairment. FCs are encouraged to increase their involvement around these areas. Monitoring The Regional Coordinator expects to get briefing from national association of the blind through minutes of meeting discussions to monitor their level of participation and involvement as well as inclusion of the EFA-VI agenda in the GAW planning process. Each national association of the blind will submit a report after the GAW.      PAGE \* MERGEFORMAT 1 $%23STmn- .   N O j l x y z|,-`a_`QS^_]^hT`h,B*H*OJQJphh,6B*OJQJ]phh,B*OJQJphh,5B*OJQJ\ph%h,5B*CJOJQJ\aJphh,jh8UmHnHu;%3Tn.  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Century Gothic7.@ Calibri?= *Cx Courier New;WingdingsA BCambria Math"1h$$^jnB^jnB!02QHP $P"Z2=!xxmartinmartin=                           ! " # $ % & ' ( ) * + , - . / 0 1 2 3 4 5 6 7 8 9 : ; < CompObj yObjInfo WordDocumentI4LSummaryInformation(T[ bjbj 4Lΐΐȁ5)))8ad)dqqbbb VB bbbbb  b b  l%Z)Hd40d3:::Ǭ,bb bbbbb bbbdbbbb:bbbbbbbbb : AFRICAN UNION OF THE BLIND/UNION AFRICAINE DES AVEUGLES Questionnaire to assist with EVALUATION OF INCLUSIVE EDUCATION PROJECT FUNDED BY Government of Canada Department of Foreign Affairs, Trade and Development (DFATD) in partnership with WORLD BRAILLE FOUNDATION The following questions are not all inclusive but will provide statistical information and a lead in to worthwhile discussions in the evaluation meetings on the project achievements. PLEASE RESPOND TO THE FOLLOWING QUESTIONS 1. Educational opportunity for both boys and girls with visual impairment Provide current data on enrollment of pupils supported by this project - specifying the gender and age. There were three schools directly involved in the project as follows; Name of schoolAges of learnersfemalesmalestotal1 St Cyprians Primary School6-9 years65158 11 years 132St Gerards Primary 6 9 years 43138 11 years 333St Bernadette6 - 9 years00158-11 years87 Above is a record of visually impaired learners in the three schools that work with the project. St Cyprians has a total of 15 learners, St Gerard has a total of 13 and St Bernadette has about 75 visually impaired learners but the project only focused on those learners in class 5 and 6. How many students have been promoted to a mainstream classroom? Indicate the inclusive school where they are enrolled. All the learners in the three schools mentioned above are enrolled in the same schools that are already mainstreamed. Are there any children with visual impairment identified but not yet enrolled in schools? I.e. is there a tracking and data system in place to identify and develop a list of school age blind/visually impaired children not in school? Yes there are. Reasons for non enrolment include; Some learners have passed the primary school entry age, Others reside far away from school and the distance to and from school is a hindering factor. Parents fear to let go their children for fear of not knowing what will happen to their children once they are not with them. The Ministry of Education and Training has a tool to collect data for all children including those with various learning difficulties in schools. The tool is known as ER24 and provides desegregated data in terms of age, gender and even type of disability. ER24 is a tool designed by the Ministry of Education and Training and Ministry of Development Planning that shows a record in a form of a table of the total number of learners in school and the statistics is categorized into type of disability, sex, age and class. Please provide the overall country enrollment of learners with visual impairment before the inception of the project and after? According to the study that was made by NGOC on visually impaired learners in primary schools, 51% of overall learners in 1,468 schools in the country are visually impaired. Can you estimate the number of out of school children with visual impairment in your country? According to the public gatherings that we did, there are still lots of visually impaired learners in the councils that we visited and it is evident that there are still lots more in the other councils of the other districts that we have not visited. Please provide a record of the academic progress of the children enrolled. Pupils NameClass/LevelAverage level of performance Masontaha Motsoeneng1Promoted. She was not yet six years oldRealeboha Rankaki2passedThabang Monnanyane3PassedLiahelo Liphofu3PassedMoelase Nhlapho3PassedKhahliso Khohleli3PassedLeetha Mphasane5PassedVuyani Bambiso6Promoted-he is a slow learnerRamporoto Koetlisi1passedRelebihile Rankhoane 2passedThandiwe Tejane2PassedKeketso Ramoreboli6PassedLimpho Kobile4PassedRetselisitsoe Tamai4PassedRelebohile Sekoati6Passed Rethabile Lempe6PassedNtsebo Damane4PassedRelebohile Mabala5PassedBokang Makatu4PassedKatiso Mokhohlane5PassedTsepo Makatu4Promoted-slow learnerTlotlisang Leina1PassedMolefinyane Mosuhli6passedBafokeng Ramafole5PassedMotlatsi Manene5PassedMabatsi Makoro3PassedMotlatsi Monyetsane6PassedMalenka Tlhaole6Passed Tsebo Ramolotsi5PassedTlotlisang Ramoipone5PassedTebello Sechocha5PassedMalehloohonolo Makoae5Promoted to next classMpeo Kharehloa5PassedAugustina Mosolla5 Promoted- has mental disability as wellKeneuoe Mahe5PassedMotooa Setene5PassedLemohang Mohlominyane5FailedTsoaneloKoloi5PassedMotseko Ntlou5PassedMotsetsero Motsetsero5FailedMosiuoa Motsieloa5PassedPaballo Lerata6 PassedLiphethiso Pafane6Passed They are performing fairly well, and from records only two learners from St Bernadette are repeating because of other learning difficulties. Indicate percentage readiness of the blind students to be integrated into the regular classroom with their sighted peers. What is the timeframe for the achievement of the visually impaired students to be on par with their sighted peers? 96% or 26 out of the 28 identified students show readiness to integrate into the regular classroom. 26 learners have already been enrolled through the project. The remaining 2 have not been enrolled for various reasons. One was not allowed enrolment because the school Principal claimed he was 21 years of age and therefore had passed the school going age. The other learner could not be enrolled because she lived far away from the nearest inclusive school, and that school did not have boarding facilities. The latter was placed on the long waiting list at St. Bernadette which has limited boarding facilities. The average timeframe for the achievement of the visually impaired students to be on par with their sighted peers is estimated to be at three months or one term. Indicate parental satisfaction with the education program and the achievements of their child as a percentage. 55% or about 15 parents out of 26 parents of the 26 learners express some form of dissatisfaction. Reasons advanced for the dissatisfaction include; distance to and from the schools, inability to cater for childs transport to and from the school, fear of what will happen to their child with visual impairment once they are away from them, limited or lack of boarding facilities, inaccessibility due to the hilly terrain of the country, extreme weather patterns (during winter and summer). 45% of the parents are satisfied because their children are now receiving education equally as their sighted counterparts. 2. Curriculum development How many teachers were trained using the new purpose designed curriculum? A total of 10 teachers were trained in the 3 schools; 2 from St Cyprians, 2 from St Gerards and 4 from St Bernadette. There were also 2 assistant teachers that were trained to bring the total number to 10. The two assistants were untrained teachers and women with visual impairment. These teachers together with assistant teachers were given training on general Special Needs Education, orientation and mobility as well as training on basic Braille learning for a period of three weeks. Has this curriculum been used to train any other teachers, if yes, how many? Yes. This curriculum has been used to conduct similar follow up trainings by the Special Education Department. In 2013 these trainings were conducted in three different schools with over 60 teachers participating. If your answer to (b) above is yes, who sponsored the training? The Assistant Inspector (in the area of visual impairment) of the Ministry of Education and Training through the Special Education Department facilitated the trainings voluntarily. How did the trainees interact with the curriculum (did it suit their level and meet their needs)? The curriculum was pretty useful. It is through the training that the trained teachers gained skills to enable them to assess, identify and refer learners with visual disabilities. They also earned average skills to understand and handle this type of learners in a classroom setup. After the training, when they went back to their respective schools, they were then able to identify the learners with visual disability. In the three project schools the training also helped to reduce labeling and misrepresentation of learners. Drop-out rates have reduced as well. The trainees though exclaimed the three weeks were not enough for such an intensive training. Are there plans to use the curriculum beyond project life span? Yes. It must be noted that there are general teacher training and learner instruction curriculums that do not include Special Education content/ concerns. With greater advocacy, LNLVP together with the Ministry of Education and Training and the project Lobby Committee will ensure that this information is included in the general curriculums. The life of the Lobby Committee will be extended beyond the project so that it may advocate to the government to take up and continue supporting the project and to put the concerns into a formal Special/ Inclusive Education policy to ensure government ownership for sustainability. In the mean time the 2014 calendar of activities of the Special Education Unit already indicates continuation of follow up trainings using the new purpose curriculum. Are there specific changes you would like removed or incorporated in the curriculum? No. The training content was inclusive of Orientation and Mobility, Activities of daily living, values of a teacher, right to access education and respective human rights instruments topics that are essentially sufficient, however at a higher level there is need to include content on specialized training in challenging subjects like Mathematics and Science. The teachers exclaimed they require more time to enable sufficient delivery and comprehension. Trained teachers also need to be guided through teaching practical before actual classroom delivery. Have teachers taken further training in special education since this basic training? Not any teachers have gone for further formal training in Special Education. The information from the training has been informally disseminated to other teachers by trainees. Also the information has reached other teachers through the follow up trainings by the Special Education department. The Assistant Inspector (in charge of the VI) in the education ministry has been doing some monitoring visits to the trained teachers (both in the initial and follow up trainings) in schools to find out whether they have been putting to practice what they learnt. Few teachers have expressed interest to learn Special Needs Education. Reasons advanced for this low interest include poor remuneration of teachers in Special Education and the fact that teachers who choose to go back to college for such training or retraining have to forfeit their salaries. Did the curriculum receive government approval? The curriculum has received government attention and adaptation but not approval. It is informally being used in in-services courses or follow-up trainings as explained in (g) above. 3. Teaching assistants Please provide the names of the teaching assistants who have been supporting this project. Pulane Nkonkoana for St Cyprians Primary, Moipone Kuenene for St Gerards Primary, and Matsula Libete for St Bernadette Were there difficulties finding blind women to train as teaching assistants? If yes, how did you overcome the challenge? There were not any difficulties. All the 3 assistants were women with visual impairment as required by the project. Was their ratio to that of the learners meeting the classroom expectations? No. The ratio was unrealistically high. There was only one teaching assistant in every school and they could not satisfy teaching and learning needs of 75 learners that were distributed in several classes in the 3 schools. Since their roles even after the training were not fully formalized the trained teachers though sufficient were attached to their day-to-day teaching subjects and other routine school activities and gave little attention to the learners. Trained teachers and assistants did not also have specialized delivery skills in challenging subjects like Math from the accelerated course. Was the accelerated course adequate in providing the assistants with basic skills to assist teachers? The course was pretty much important to them. So much useful contend was taught within a short period of time. For instance the assistant teachers are all Braille literate and have been helping other teachers to interpret childrens work. How would you rate the performance of the teaching assistants? Very effective (3) Effective (2) Average (1) below expectation We would rate their performance as effective. Generally through their assistance education for learners with visual impairment has improved (as exhibited in the performance table in question (1) above). They helped in the identification, assessment and referral of learners to eye specialists and to schools as well. As sated above the assistant teachers are Braille literate and have been helping other teachers to interpret childrens work. Through this intervention learners have increased attention from the general classroom teachers. How would you rate their interaction with the teachers and the school community where they worked? 5) Outstanding (4) Very good (3) Good (2) Average (1) Poor The relationship can be rated to be (very good) since there have never been any complaints from teachers and other project stakeholders. Were the teaching assistants assigned any other duties other than what was specified in their job description? If yes, please specify Yes. Not any other duties were assigned to them but they went out of their way to introduce Braille to other teachers in their respective schools. They were responsible for learners safety and movement to and from school. Were the Teaching Assistants satisfied with their training? If not please indicate challenges? Yes, they were satisfied with the training but they did exclaim there was not enough time to fully comprehend and practice what they had learnt. They indicated they need more training and practical sessions on Special Education, and that they also need more time to understand various national and international human rights instruments touching on Inclusive/ Special Needs Education. Are there any plans for the teaching assistants to be absorbed into government employment? If not, what will they do after the project? No, there are no plans to incorporate them into the government employment system. There has been intense lobbying by the Lobby Committee to the government and the same issue was raised during the projects evaluation exercise when the evaluators met the Assistant Minister in the Ministry of Education and Training. The possibility of the assistants being absorbed into government employment is slowly getting diminished by the current government policy that requires formal teacher certification as a minimum requirement for a classroom teacher effective April 2014. The Assistant Minister promised to take action on this issue. The Lobby Committee would follow up with her office as a reminder and also with proposals (as discussed in the meeting) that more Special Education trained teachers to be deployed in the schools, lobbying for the teachers to be more motivated so as to increase their commitment, and possibilities of supporting the assistants to attain formal education in Special Needs Education and assuring them employment therafter. 4. Lobby committee Provide the list of the members of the lobby committee indicating their expertise and gender. See table below; NameOrganizationPosition Gender1Mampoi ThekoMinistry of Education and Training-Special EducationAssistant InspectorFemale2Moroesi MabethaCampaign for Education ForumAdvocacy OfficerFemale3Makhensi ThamaeNon-Governmental Coalition on the rights of a child (NGOC)Executive DirectorMale4Makhotso Mojaki Female Mma Moelase Nhlapho Parent Females5Keneuoe Semphi LNLVIPDirectorfemale6Kelello FananaLNLVIPProject CoordinatorFemale7Mankotsi NkotsiLesotho Teachers Trade Union teacherFemale8Limpho Moseane Lesotho Teachers AssociationteacherFemaleThese are the main duties of the community committee Advocating for the inclusion of visually impaired learners. Get accustomed with Vision loss issues and academic issues associated with teaching visually impaired persons. Attend all meetings that will be held to assess the progress of the project. To address issues of an educational nature and to lobby national governments with a view to encourage them to mainstream visually impaired learners in at least 1 primary and one high school in all districts of the country. Recruit visually impaired learners. The committee conducted planning meetings and has organised successful meetings with the Ministry of Education and Training the National Curriculum Development Centre and other stakeholders in the Education sector. They have conducted public gatherings in the community councils and because of these team a number of visually impaired who were hidden in the villages in rural areas have been enrolled in the selected schools. Did you provide any training to the committee members? Not any training was done. Are there any members who were not actively participating in the project activities? Yes. Representatives from Lesotho Teachers Trade Union (LTTU) and Lesotho Teachers Association (LTA) were not very active. They always advanced excuses for not being able to attend and participate in committee activities. There was also low general commitment since there was no motivation through provision of sitting allowances to cater for their transport and meals. This led to members slowly pulling away. Please provide minutes of the committee for any two meetings held See minutes as annexed. Please note the committee only came together for planning meetings only, most of them had tight schedules from their different workplaces. I have attached two minutes of the meetings held in 2012 and 2013 Briefly state any advocacy agenda developed and pursued by the committee It lobbied the Ministry of Education and Training to continue supporting the project activities even after the project closeout. It also lobbied for the assistant teachers employment after the completion of the project. It is also lobbying for the development of countrys Special Needs/ Inclusive Education policy. How would you describe the motivation of the members of the Lobby Committee towards the project? The motivation was average. Five out of the eight members were active and are willing to take up Committee activities even beyond the life of the project. Were there any challenges faced by this committee? Turn-up to meetings was low, Meetings were irregular, There were high expectations from members for instance some wanted some form of motivation through sitting allowances, The Committee did not have clear operational mechanisms or terms of reference, Committee members were not initiated or trained on their roles and responsibilities. Will the committee continue its work following completion of the project? Yes, the Committee has agreed to continue working. Active members with technical Support from the African Union of the Blind (AFUB) and the International Council for Education of People with Visual Impairment (ICEVI) have agreed to strengthen the Committee as a strategy to sustain project activities after project closure. On top of their agenda partners in the Committee have agreed to design a terms of reference to guide their operations. Some of the objectives that will be specified in the ToR include follow- up on the already requested funding from the government to support the project, advocating for finalization of the 2011 draft policy on Inclusive/ Special Needs Education, adaptation of both teacher training and classroom learner instruction through inclusion of contents of the new purpose curriculum, employment and equal distribution of teachers in Special Education and motivation of the teachers. The ToR would also be shared with the Assistant Minister of Education and Training who is also in charge of Special Needs Educational affairs in the country. The Lobby Committee would consider coming under Campaign for Education Forum to assist on matters Inclusive Education. The Forum which is an affiliate to the Global Campaign on Education (GCE) is the national education consortium/ coalition that converges stakeholders in the field of education. Inclusion of the Lobby Committee would be a plus as it will be increasing the advocacy voice to include concerns of the learner with a disability and this case that with visual impairment. Were sensitization programs developed for the sighted teachers and children in the schools and the public in general? What form did these take? Yes, they were developed. Public gatherings in the Community Councils in the districts of Butha-Buthe and Mafeteng were conducted. Lesotho is divided into 10 districts; these districts are further divided into constituents which are in turn divided into COMMUNITY COUNCILS. These are governed by councilors who are elected by the community to represent their views at district levels. Some of their duties include land allocations, area planning, pre-primary education, land conservation, to mention but a few. These public gatherings were conducted in those councils as stated in the report, we spoke to the councilors, they gathered people together and we presented our news to them and distributed brochures. Were other public awareness programs developed on Integrated Education if yes what form did these take, i.e. radio, town hall meetings, etc.? Radio awareness programs and talk shows with important information on Inclusive Education were conducted. Brochures with messages and pictures of project actives were also designed. A copy of the brochure is attached. 5. Sustainability How would the teaching and learning materials be available to the children after the project? There is no assurance that teaching and learning materials will be available after the project. The government has however committed itself to providing the materials. In this case it has to device the delivery mechanisms. LNLVIP has committed itself to assist in delivery in partnership with the Lobby Committee among other partners. What measures will be in place to meet the individual needs of the blind student as provided for within the project? Until to date the government has not made any critical commitment but has promised to support needs and concerns raised during the implementation of this project and extend its life by funding its activities. Also as explained above the Lobby Committee has agreed to formalize its existence and extend its mandate beyond the project period to lobby for learner needs attention by the government. How will the critical role of teaching assistants be handled in the event that they are not formally absorbed into employment by government or the school? As stated above, no untrained teachers will be employed or paid salary with effect from April 2014. This shall also apply to the training assistants. This therefore means it would be difficult for the government to employ the assistants who do not have any formal training in teaching and in Special Needs Education in this case. The only option is to encourage them to obtain formal education and later on lobby for their employment. This is a responsibility that the Lobby Committee has agreed to take up. How would the parents motivation to bring blind children to school be handled after the project? LNLVIP has community awareness programs beyond this project that it shall use to continue motivating parents. The programs that existed even before the project came on board will now be supported by Special Education Unit and the Lobby Committee that have since been capacity build and sensitized on Special Needs/ Inclusive Education needs concerns by the project. Is your country ready to start including blind children in the mainstream schools? If not what will be next steps? Yes, the country is already practicing inclusive education. A good example is the three project schools that are already mainstreaming children with disabilities including those with visual impairment courtesy of this CIDA-WBF funded project. 6. Involvement of parents How did you involve parents in this project? Two of the parents were and are still part of the Lobby Committee. Others were involved in planning and conducting public gatherings. The assistant teachers also did ensure parents just dont pick and drop off their children to and from school. They interacted with them so that they may recognize and appreciate other social needs of the children with visual impairment outside school life and environment. Did they provide any support to the project? Yes. Most parents were cooperative since they allowed their children to come to school. As of December 2013, 8 children were on the waiting list of St Gerard Primary School. As reported in (c) above two of the parents were and are still part of the Lobby Committee. Others were involved in planning and conducting public gatherings. How did you deal with challenges posed by parents? The main challenge was that some parents were reluctant to bring their children to school. Through public gatherings project persons made parents aware of the rights as well as the socio-economic advantages of educating a child with a disability. Did the financial support assist in encouraging parents to send their children to school; how important was this funding? What will the families do when it is no longer available? Yes it did. It was used as transport money for most of the learners that lived in nearby places that travel every morning by taxis. Some strongly encouraged the building of resource boarding rooms as some have low paying jobs. What was the parents satisfaction with the project in general? They are generally satisfied since their children are receiving an education which was lacking before. They are also satisfied since their children performance is increasing due to awareness and education received by teachers. 7. Government/partner support or involvement Please indicate the type of support the project received from government. Where possible please quantify The Ministry of Education and Training through the Special Education Unit helped immensely in the planning and actual implementation of public awareness programs. The Unit is part of the Lobby Committee and supported the initial training to teachers and thereafter in conducting follow up trainings using the new purpose curriculum. The education ministry allowed the LNLVIP to use the three schools to support this project. Are there any partners other than government who provided support to the project? Please specify accordingly. Campaign for Education Forum, Non-Governmental Coalition on the Rights of a Child (NGOC), Lesotho Teachers Trade Union and Lesotho Teachers Association were part of the project Lobby Committee. During the implementation period of this project he NGOC was also implementing a similar project on Inclusive Education. The two projects combined efforts during outdoor public/ community awareness programs. NGOCs project also entailed brailing of books for learners with visual impairment which greatly boosted the CIDA-WBF funded project. NGOC also helped the LNLVIP to draft a proposal to the government to support the project activities even after termination. Are there any policy changes made by the government as a result of this project? No. However, as a result of lobbying and advocacy from this project the current Assistant Minister of Education and Training has promised to advocate for the completion of the 2011 draft Special Needs Education policy. Also, the Southern Africa Inclusive Education Strategy was approved by Lesotho in December, 2013 a success and an advocacy outcome that LNLVIP and this project are proud to be associated with. What support could have been provided that was not? Emphasis on Special Needs/ Inclusive Education policy formulation as a commitment and sustainability strategy. Support construction of dormitories to manage the challenge of movement of children to and from school. Support provision of assistive devices. Has an Inclusive Education Policy been developed and approved by government. No, it is yet to be approved. The government in its strategic plan only has claws/legal frameworks that encourage: Integration of learners with disabilities into regular schools. All children with disabilities to receive primary education and vocational training. Inclusion of Special Education program in the Lesotho College of Education and the National University of Lesotho. Ministry of Education and training to uphold persons with disabilities educational rights. Resource centers to be established to accommodate learners with special needs The Special Education Unit is in the process of formulating the Special Needs/ Inclusive Education policy. The Assistant Minister for Education and Training has promised to support the process and the policy development/ finalization is also on top of the Lobby Committees agenda. 8. Implementation process Did you face any challenge related to implementation of the project? Please specify In the course of project implementation Lesotho has experienced numerous changes in government structures and even with personalities leading the various public institutions. This has had effect to the Ministry of Education and Training and has in turn affected its stakeholders and partners like the LNLVIP and this project. It was a challenge following up on the promises and commitment to equip existing resource centres in the three schools, to build two resource centres in the districts of Leribe and Mafeteng and ensuring the assistant teachers have a salary at the end of the month made by the previous administration in the Education Ministry. The project lacked government policy (in this case Special Needs/ Inclusive Education policy) as a point of reference. Funds to the project were not adequate and were not enough especially to conduct community awareness sessions that were very effective as an information tool to the public. It was also not easy to change the attitude of the government, teachers and parents over inclusion of learners with visual impairment into the mainstream educational system and sustain this beyond the life of the project. There is still strong perception that support to persons with disabilities can only come from the community and the private sector. Social stigma attached to disability in general and sight loss in particular is a common problem in Africa. Was this an issue in your country as you implemented the project? If yes, how did you overcome it? Yes, it was a major problem. In some instances it was difficult to convince school administrations to agree to admit learners with visual impairment into school because they felt having visual impairment either meant one cannot learn or that they required their own specialized training in confined setups. Some communities feel that persons with visual impairment cannot receive any form of education and should stay at home with their mothers. The project persons and stakeholders tried to overcome this by using the powerful tool of conducting public awareness through public gatherings, radio programs and pamphlets. Considering that there was only the special school provision to education for the blind in your country how was the model of inclusive education received by parents and policy makers? Lesotho has already been practicing some form of inclusive education even before this project to augment on the effort came on board. Despite the challenge of distance to and from inclusive schools and low capacity by the teaching professional to offer Inclusive Education services parents are enthusiastic their children are receiving an education/ better education than it was before. Policy makers are seeing this as a challenge to develop Inclusive/ Special Needs Education policy for Lesotho. This was for instance echoed by the Assistant Minister for Education and Training who is also in charge of Special Education in the country. Are there any recommendations you would make to another country if they were to implement a similar project? A thorough baseline study on the social, economic, geographical and political nature of a country ought to be done to inform project conceptualization. Replication of this project should have more emphasis on advocacy and policy formulation. 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Century Gothic7.@Calibri?= *Cx Courier New;WingdingsA$BCambria Math"1C)'ȼ)Goi ?oi ?0F{F{2QHP  $P{! 2!xxMARTINMARTIN'                           ! " # $ % & CompObjrObjInfo #WordDocument[SummaryInformation("$@  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q@Oh+'0,x   $OfficeNormalUser3Microsoft Of      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~ bjbj {8-!y  "///F^$zy|y|y|y|y|y|y${~By^Fy//y$!$!$!R//zy$!zy$!$!FlNu/0H.voTfyy0yod~~Nu~Nu$!yy$!y~ :   Basic Course on Adaptive Mathematics for Learners with Visual Impairment Monday 11th 15th August 2014 Centre for Mathematics, Science and Technology Education in Africa, CEMASTEA Nairobi, Kenya 1. Introduction This is a report of the in-service Trainer of Trainees (ToT) short course conducted on 11th 15th August 2014 at the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA). It contains background information of ICEVI and the EFA-VI Campaign and Campaign capacity building initiatives. The report outlines the ICEVI/ CEMASTEA partnership to promote Math, Science and Technology access to learners with visual impairment. Finally the report discusses the training content as well recommendations and conclusions to respective education and development agencies. 2. Background Information What is ICEVI? Founded in 1952, the International Council for Education of People with Visual Impairment (ICEVI) is a global association of individuals and organizations that promote equal access to appropriate education for all visually impaired children and youth so that they may achieve their full potential. What is the relationship between ICEVI and EFA-VI? The Education for All Children with Visual Impairment (EFA-VI) is a global Campaign and program of ICEVI acting in partnership with the World Blind Union (WBU) to ensure that all girls and boys with blindness and low vision enjoy the right to education. The Campaign, launched in July 2006 is focusing on children in the developing world where currently it is estimated that less than ten-percent have access to education. The Campaign works within the framework of the general and special education system of countries and initially focuses attention on awareness and demand creation for education of children with visual impairment. Provision of appropriate support in educational settings and creation of alternative settings to reach out to the un-reached are key aspects of the Campaign. Is EFA-VI present in Africa? The EFA-VI Africa regional secretariat was opened in January 2009 with a full time Regional Coordinator. The secretariat has been established at the premises of the African Union of the Blind (AFUB), Nairobi, Kenya. EFA-VI works in partnership with respective Disabled Persons Organizations (DPOs), Ministries of Education (MoE) and NGOs in selected or Focus Countries (FC). The EFA-VI Campaign is present in nine (9) focus countries; Malawi and Mozambique in Southern Africa, Kenya, Ethiopia, Uganda and Rwanda in Eastern Africa and Ghana, Burkina Faso and Mali in Western Africa. ICEVI and EFA-VI partnership with CEMASTEA CEMASTEA was established under Section 15(2) of Education ACT CAP 211 of the Laws of Kenya, in 2004. The inaugural Board of Governors for the Centre was established under Legal Notice No. 96 of 2006. This establishment is an effort by the Government of Kenya (GoK) to institutionalize the activities of the Strengthening of Mathematics and Science Education (SMASE) project, a bilateral technical cooperation intervention between Japan, through Japan International Cooperation Agency (JICA) and the GoK through the MoE, whose implementation in the country was initiated in 1998. Since its establishment, CEMASTEA is fast emerging as the reference Centre for the development and implementation of In-Service Education and Training (INSET), for teachers in Kenya and other Africa countries. The establishment of CEMASTEA as stated in CEMASTEA Strategic Plan 2009-2013, is a two-pronged strategy by the GoK to consolidate the gains made under the SMASSE project and to institutionalize INSET. Through JICAs support, the scope of coverage of its programme has spread to other African countries. As a result, a regional association for mathematics and science education has been established in Western, Eastern, Central and Southern Africa (SMASE-WECSA) and SMASSE-type programme activities are being replicated in these regions. During the Fourth Tokyo International Conference on African Development (TICAD IV) held in Yokohama, Japan in 2008, the government of Japan made a commitment to develop the capacity of over 100,000 teachers of mathematics and science in sub-Saharan Africa, through the SMASE-WECSA network. The mandate of CEMASTEA is to develop capacity for teachers and education managers in mathematics, science and technology education, not just in Kenya, but also for other countries in Africa, for effective and efficient curricula delivery. This requires continuous research in Innovative Pedagogy and Institutionalization of INSET for the Effective Delivery of Curricula of Mathematics and Science. To support this initiative the Board has undertaken to ensure that the institution has necessary legal and regulatory framework to operate optimally by lobbying the government for necessary legislation and policies. 3. Capacity Building Initiatives of EFA-VI One of the priority areas of the Campaign is to promote capacity building and awareness raising activities for parents, teachers, education officials and communities on education of children with visual impairment. ICEVI partners with like minded organizations to influence training programmes on Science, Technology, Engineering and Math (STEM) subjects to teachers both at pre-service and in-service level. What are the reasons behind these capacity building initiatives? The current situation of the estimated 6 million children with a disabling visual impairment is disturbing. 80% of these children or 4.8 million live in a developing country. On average less than 10% of these children currently have access to education. This means that today there are an estimated 4.4 million preschool and school-aged children who live without access to a basic human right, the right to education (ICEVI 2005). Reasons for these low enrolments is partly attributed to insufficient number of experts on specialist educational areas like Early Childhood Education (ECE), Special Needs Education (SNE) and Inclusive Education (IE). 4. Basic Course on Adaptive Mathematics for Learners with Visual Impairment What is the training rationale? Teaching and learning of Mathematics plays a prominent role in almost all areas of education. From pre-school knowledge about simple calculations is important as a foundation for further education. Access to other areas of the curriculum and subsequent engagement into the education system, and transition to higher learning in the education system is greatly dependent on knowledge of arithmetic. Subjects like economics, physics and geography depend on basic arithmetic without which persons with visual impairment (PWVI) are almost excluded in the learning process. This means that their chances to access employment are further diminished leading to dependency (Stacy C. Rowe 2014). What is the training objective? This in-service Trainer of Trainees (ToT) short course was aimed at increasing the level of competency of teachers in teaching adaptive Mathematics; exploring strategies of making Mathematics easy, practical and interesting to the learner with visual impairment. It was branded Introductory Course; Teaching Mathematics to Learners with Visual Impairment. Who were the training facilitators? The training was facilitated by Reuben Mwanzi, the Director, Kenya Institute of the Blind and a Science and Mathematics teacher with over 20 years teaching experience in regular and special schools. His counterpart was Evans Ogweno a Maths teacher from Obede Secondary School. He has taught for over 10 years and has interest in the area of Mathematics for the visually impaired. Who were the trainees? There were a total of 16 participants, 2 facilitators and 14 trainees. They were composed of Maths instructors from CEMASTEA and representatives from the Kenya National Examination Council and the Kenya Institute of Curriculum Development. A majority were Maths teachers from several special and integrated schools in Kenya, some of whom were visually impaired. Topic 1: Theoretical Framework of Mathematics for Learners with visual Impairment Summary; Research has it that 90% of learning is through vision. Learning by persons with visual impairment should therefore take a multi sensory approach. It was noted that Math books for classes 1 3 in Kenya have a lot of diagrams. There has been an attempt by the Kenya Institute of Curriculum Development (KICD) to adapt this. In general, learners use past experiences as they construct new ideas and knowledge. Learners with visual impairment may have limited experience that should be enhanced to make their learning experiences meaningful and progressive. It was further noted that in most cases, teachers merely give a right or a wrong to a particular learner response without subsequent explanation. It is not enough to merely give a right or wrong to learners responses to classroom experiences. The teachers should go an extra mile to find out why the learner has given such a response. The concept of number value should be emphasized in pre-school and in lower primary. Emphasis should be on hands on activities during the teaching and learning process. Learners should be trained to compete against themselves rather than against others. Its not necessarily true that the learner with visual impairment will always perform worse than those with sight. They can perform even better if given the right experiences. Important considerations for effective teaching of adaptive mathematics (from the view of the participants) Competency in appropriate Braille notation; one who teaches Maths to the learner with visual impairment must know the appropriate Braille notations and how to teach the same. Adaptation of the syllabus is necessary as well as adaptation of teaching methodology. An abacus is a key instrument in the teaching and learning of Maths especially to learners with visual impairment. Provision of the right Maths textbooks and related teaching and learning materials; teachers must vet the literature in the market before they can present it to the learners. Learners with visual impairment especially those who are blind need more than mere formulae to perform a mathematical operation. They must also be taught on when and how to use the formulae. Group discussions and group teaching is the best approach in teaching Maths to the visually impairment. Emphasis should be on concrete learning and hands on manipulations; avoid theory as much as possible. There is need for innovation and improvisation. The language used must be appropriate and mathematically correct. Formulas and occurrences should be clearly explained ensuring logic i.e. avoid short cuts that would rather confuse the learner. Take the pain to go through the problem step by step to earn the learners interest. Avoid visual language e.g. cancel this, this one, this side, up here etc. Brailing of the examination reflects print format rather than the expression in Braille. Learners are likely to fail if the one marking exams is not Braille and Maths Braille conversant for that matter. Braille notations are usually misrepresented therefore misinterpreted. For instance the ST sign commonly used for division. Instead bracket sign should be used as much as possible instead of the (ST) sign to minimise confusion. There is need to have a retraining on the new symbols and notations as currently used since they have changed overtime. Symbols used in schools have never been revised since introduced in the 70s in Kenya. A sample of past examination papers should be availed to both teachers and learners to go through. In a group form teacher and learner should interrogate content with expected way of responding to questions. CEMASTEA asked to be guided on the best approach to actualize disability-mainstreaming starting with children with VI. The following were identified as areas that commonly give problems to learners with visual impairment; Sets of numbers, Operations and integers, Algebra, Equivalent fractions, Diagrams. Topic 2: Curriculum Development and Interpretation (KICD personnel report) Summary; There is a section at the KICD for special needs. Under it there is a unit for visual impairment. This is the section responsible for syllabus adaptation for learners with visual impairment. Learners with visual impairment almost learn everything that all other learners do. At primary level they do all the subjects that is; English, Swahili, Mathematics, Science and Social Studies. Syllabus adaptation is done to Science, Maths and Social Studies. As an example learners are usually asked to interpret or explain rather than draw a diagram. At secondary level learners with visual impairment especially those who are blind are prohibited from taking Physics and Chemistry. Maths, Biology, Agriculture, Computer studies and Business Studies are usually adapted. Certain areas are excluded in the Maths syllabus including longitudes and latitudes, three dimensional geometry, transformations and graph work. The Kenya National Examination Council (KNEC) examines the syllabus as adapted. It is the responsibility of every teacher of learners with visual impairment to ensure that they have the adapted syllabus. Comments from participants KICD and KNEC should ensure that they involve the teachers who interact daily with learners with visual impairment in the design of syllabus and examination content respectively. Teachers should understand that visual impairment is not homogenous. It is composed of blind and low vision. The latter is especially very diverse in terms of visual acuity as well as functionality. Varied adaptations must be studied and considered. There was major concern on the examination setting language by the KNEC. For learners who are blind it was further suggested that models could possibly be used as opposed to diagrams. To avoid misinterpretation it was recommended to KICD that Braille answer sheets to be marked in their row form rather than be translated to print, as is the case. During exam time, it was noted that learners/ Braille users at the primary school level only complete 70% of their assignments. The rest 30% is guesswork because of limited examination time and general fatigue. Topic 3: Low Vision Guide (presentation) from the Ministry of Education Science and Technology (MoEST) Summary (in relation to learners classroom needs) This policy document developed by MoEST quality assurance department for the VI was presented to the learners. Below are key highlights; Definition of Low vision; low vision (LV) is a visual impairment which is not correctable by standard glasses, contact lenses, medicine or surgery, that interferes with the ability to perform everyday activities. WHO definition of LV; A person with LV is one who has impairment of visual functioning even after treatment and/or standard refractive correction, and has a visual acuity of less than 6/18 to light perception, or a visual field of less than 10 degrees from the point of fixation, but who uses, or is potentially able to use, vision for planning and/or execution of a task. Categorization of Low Vision; WHO categorization This definition is based mainly on visual acuity and does not give an idea of the educational support that the child needs. Table 1 Presenting Distance Visual AcuityCategoryWorse thanEqual to or better than0 (mild or no VI)6/181 (moderate VI)6/186/602 (severe VI)6/603/603 (blindness)3/601/604 (blindness)1/60PL5 (blindness)NPL Kenyan Educational Categorization Definition of VI Those professionals who conduct educational Low Vision Assessment (LVA) use this definition. It does not rely on visual acuity. It is based on the educational medium of learning, and the need for optical and non-optical low vision devices (LVD). Table 2 Category ITotally blind children, Braille usersCategory IISome useful vision but not enough to read print, thus Braille users Category IIIPrint reading with optical devicesCategory IVPrint reading using other special techniquesCategory VThey are normally sighted children with no need of special education services. Learners with low vision have diverse needs and therefore cannot be supported as if they are a homogenous group. There are many different medical and functional categorizations of persons who are low vision by different professional groups. Below are recommendations of the categorization for VI by stakeholders in the area of education and disability in Kenya (2011). Table 3 CategoryVisual StatusLearning MediumSupport services1BlindBrailleOrientation and Mobility (O&M), ADLs, audio, adaptive ICT skills, tactile learning, listening skills, environmental modifications2Severely low vision BrailleO&M, ADLs, visual stimulation and orientation, audio, adaptive ICT skills, tactile learning, listening skills, environmental modifications and functional print3Low VisionPrintUse of optical and non-optical LVDs, environmental modifications4Low VisionPrintUse of non-optical LVDs, environmental modifications5NormalPrintno educational support needed Recommendations/ comments from participants; Categorization to be done only after comprehensive ophthalmic medical intervention, Categorization to be done only after comprehensive clinical and functional low vision assessment by a qualified low vision practitioner certified by a recognized professional body, Categorization to be used as a criterion for registration and accessibility of service provision such as special education and training, provision of assistive devices, rehabilitation, and social welfare, Organizations/individuals developing future categorization in Kenya should incorporate and refer to existing categorization, explaining the relationship of their categorization to existing standards, MoEST to sensitize all stakeholders working with persons with VI on categorization. Topic 4: Teaching Aids, Materials and Facility Summary; Simple assessment of the level of challenge of teaching and learning of mathematics to learners with visual impairment in selected special schools was done. Below is a sample from four (4) special schools. It was noted in all Primary schools performance deteriorates as learners proceed to upper grades. Kibsos Secondary School; Kisumu, Nyanza RegionTeaching and learning materialsThere are few log tables, slate and stylus are shared, very few braille machines, no scientific calculatorsTeaching and learning methodologyMostly theoretical and through dictation. Teachers do not have access to adapted syllabus. Teaching capacityThere are two Maths teachers both qualified and competent in Braille MathematicsStudent population (with visual Impairment)126 learnersSubject performance levelsThe worst performed subject with lowest mean for the past 3 years (since inception). Best recorded mean grade at 1.2 (E)Best grade everC plain in the 2012 Kenya Certificate of Secondary Examination (KCSE) by a low vision student Thika High School for the Blind; Thika, Central RegionTeaching and learning materialsThere are few log tables. At form 1Braillers are few. Learners normally start with slate and stylus. This makes it extremely difficult to learn Mathematics. Most access Braille machines at form 3 when they have already given up. The school has an embosser machine. Teaching and learning methodologyThere are attempts to make adaptations but the most affected group is low vision. Teaching capacityThere are 4 Maths teachers both qualified and competent in Braille MathematicsStudent population (with visual Impairment)About 250 learnersSubject performance levelsThe worst performed subject with lowest mean for the past 15 years. Best recorded mean grade at 2.5 (D)Best grade everA- minus in the 2000 Kenya Certificate of Secondary Examination (KCSE) by a low vision student St. Francis Primary School; Kapenguria, Rift valley RegionTeaching and learning materialsThey have enough pieces of abacuses but there is no knowledge on their usage. Both teachers and learners perceive it as a complicated tool. They have been using cubes but the supply is low. Attitude to Mathematics by learners is very low.Teaching and learning methodologyTeachers do not have access to adapted syllabus. They have been using cubes but the supply is low. Teaching capacityThere are 5 Maths teachers. 2 are competent in Braille MathematicsStudent population (with visual Impairment)210 learnersSubject performance levelsThe worst performed subject with lowest mean for the past 10 years. Best recorded mean grade at 39 (40%)Best grade ever86% (A) plain in the 2006 Kenya Certificate of Primary Examination (KCPE) by a low vision student Thika Primary School; Thika, Central RegionTeaching and learning materialsThey have enough pieces of abacuses but there is little knowledge on their usage. Both teachers and learners perceive it as a complicated tool. There is adequate supply of slates and stylus. Abacuses are alternatively being used for after school games like skating. Teaching and learning methodologyTeachers do not have access to adapted syllabus.Teaching capacityThere are 6 Maths teachers. 3 are competent in Braille MathematicsStudent population (with visual Impairment)270 learnersSubject performance levelsThe worst performed subject with lowest mean for the past 10 years. Best recorded mean grade at 48 (60%)Best grade ever90% (A) plain in the 2006 Kenya Certificate of Primary Examination (KCPE) by a low vision student Comments from participants; The general observation is that teaching aids are quite inadequate in all the institutions presented. There is dire need to source for the materials especially Perkins Braille machines and abacus pieces. It was so painful to note that in some schools learners use stylus and slate to sit their Kenya Certificate of Primary Education (KCPE) and Kenya Certificate of Secondary Education (KCSE) examinations. In some schools there are number of Braille machines but even a small mechanical problem causes them to be abandoned entirely as there are no spare parts and technicians to manage repair. Topic 5: Evaluation of Learners with Visual Impairment There was a presentation to participants from the KNEC. KNEC is the national body that evaluates the adapted syllabus as presented by KICD. Comments from participants; The issue of transcription of examination papers and thereby possibly distorting the original information was extensively discussed. The meeting was informed that from this year KNEC is contracting professionals to mark the Braille papers in their original form. The presenter actually picked on the teachers who attended the meeting to be the first contracted professional to pilot this initiative. Another thorny issue was the embossed diagrams, which present themselves with uniform texture. The presenter informed the meeting that there is a new technology of embossing diagrams in use from this year and KNEC is also planning use of models as well. Topic 6: Use of Abacus Conventional way of abacus use; The conventional way of using the abacus was presented to the participants. The teachers from the schools for the blind had some knowledge on the use of the abacus in this manner. Addition and subtraction were done, with a few challenges experienced in subtraction. When it came to multiplication, division and fractions all of them demonstrated considerable difficulties in performing the operations and did not want to continue beyond this. This left a lot of questions as to what exactly happens in schools if the teachers themselves experienced difficulties in mastering the skills. It was worse with the participants who had never interacted with the abacus before. It was at this point that the new inclusive approach to the use of the abacus was introduced. Two teachers that had taught Maths in special primary schools for over 28 and 16 years respectively also experienced some form of difficulty in the abacus use. Topic 7: The New Inclusive Approach of Abacus Use Background information as presented by the inventor Evans Ogweno; The use of abacus as a tool for manual, mathematical calculation has been there for many years. Its use though, has changed over time as witnessed in the various abaci types. From being used by the merchants of the Middle East, it is a tool that has proven its worth and found its way into the schools system, specifically for the learner with visual impairments. In Kenyan primary schools, learners are expected to carry out mathematical computations manually using pen and paper for those who use sight. The learner with visual impairment relies heavily on the use of abacus for speed and accuracy. It would be important to note though, that the conventional procedures of using the abacus to perform mathematical computations differ so much with the conventional way of teaching and learning computations for the learner who is sighted, so that it is impossible to teach both categories in the same class, at the same time. Mathematics being a compulsory subject at the basic education level, it would be impossible to actualize inclusive education and by extension inclusion unless a way of harmonizing the two approaches and methodologies be found. Inclusive abacus is a newly developed approach that uses the abacus exactly the same way as the conventional way of teaching mathematics to learners who are sighted. If adopted, both sets of learners can learn at the same time in the same class, facilitated by the same teacher, either sighted or with visual impairment. The procedures are simple and precise and can be learnt by all. Participants were taken through the basics of preparation for, admission, orientation and mobility as well as classwork presentation and filing. They were finally taken through sample mathematical questions and how the answers should be presented in Braille. Reactions from participants; The interest this new methodology evoked was enormous and by the end of the day all were enjoying using it. The perception about the abacus is that it is a tool only for learners with visual impairment. Participants also realized that this is a calculation tool that can also be used by their sighted peers. My experience with the new way of using the abacus is great! I thought at first that its use was exclusive to leaners that are blind. I now think it should be introduced to all learners at a tender age exclaimed Mrs Ombati one of the instructors at CEMASTEA. I got so interested that I took the abacus home to enjoy it with my children and the family. I think it should be introduced to all children were the words of another participant. In my school we introduced the abacus (the conventional way) and there was a lot of resistance. At some level the learners pulled off the soft pad and converted the shell into Kayambas, (a local music instrument that produces beats through shaking of beads). We actually abandoned the entire idea altogether. The new invention is now workable and I am going to introduce it again in the school. I am sure they will love it was the comment of a teacher who is totally blind and has taught maths to the blind for over 20 years. This new approach will also ensure that learners with visual impairment do Maths from left to right just like the other learners was the comment of the KICD official. 5. Recommendations and Way Forward General recommendations Based on the identified need, the meeting unanimously agreed to work with partners on one child one bailer campaign to be launched in the 1st quarter of 2015 once logistics have been put into place. The participants requested that they be allowed to start using the new Abacus Inclusive Approach immediately as it is practical and workable. They also wanted the methodology manual to be approved by the KICD and availed immediately. The approach inventor said that the manual is available in soft copy. For it to be produced in hard, it would cost around 2,500 USD to produce the first 1,000 copies. KICD promised to give guidance on vetting as required by law before it is released for market consumption. It was also proposed that a pilot programme on Abacus skills learnt to start with Kibos Primary and Secondary Schools for the Blind since they are the worst affected based on the analysis above. Other schools in Kenya and within Africa to follow suite based on lessons learnt. There is a need to have a similar follow up training in Kenya and in other ICEVI FCs. CEMASTEA to; Create a department of special needs/ inclusive education to fast track disability mainstreaming in their teacher training inset programmes. Source for personnel with skills to enhance capacity of their staff and help in the production of modules for the inset programmes. Source for teaching and learning materials especially Braille machines, embossers and related software as well as abacuses, this being a major training institution not only in Kenya but also in Africa. KICD to; Vet and adopt the new Inclusive Approach of using the Abacus and instruct Kenya Institute of Special Education (KISE) and other teacher training colleges to apply it. Develop a curriculum for low vision as outlined in the new low vision guidelines by MoEST. KNEC to; Make sure that exams are marked in their original Braille form. Consider extra time allocation as the 30 min provided for is not enough especially in the STEM subjects. Additional time and font increment are not the only adjustments for learners with visual impairment. There is a need to ensure diagrams are also enlarged and that contrast is observed. Exam invigilators need to be sensitized on other social needs of the learner beyond classroom setup. MOEST to; Intensify assessment for institutions serving learners with visual impairment and offer advise where need be. Ensure effective deployment of Human resource and give opportunity to those identified as having relevant skills to boost learning among learners with visual impairment. Develop and implement policies that ensure resource mobilization and effective service delivery to learners with disabilities. ICEVI/ INGDOs to; To sponsor similar trainings in the future and to work with respective governments for institutionalization of accessibility to STEM subjects. Increase resources for STEM access projects and programmes. 6 Conclusion ICEVI is looking at this training as an advocacy strategy to have said programmes of CEMASTEA and programmes and policies of other institutions like Teacher Training Initiative in Sub-Saharan Africa (TTISSA), Global Campaign for Education (GCE), and Global Partnership for Education (GPE) mainstream teaching of STEM subjects.Most importantly is to engage MoEs as central partners to influence process in government policy. Also through this training as an entry point ICEVI looks forward to work with its membership and partners like Light for the World (LFTW), Sightsavers, Perkins International and CBM to initiate programmes and projects on disability mainstreaming of STEM subjects. These agencies sit in the ICEVI global and regional executive committees and influence EFA-VI Campaign implementation. 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No.CountryRegionTitle of CourseYearDateStudentsTeachersParentsRemarks590EthiopiaAfricaCapacity building on SNE strategy and its guidelines. They were also taken through disability awareness and importance of educating children with disabilities and roles of parents and community in educating learners with disabilities.2014May002525 parents (17 male and 8 female)591EthiopiaAfricaTraining workshop on educational rights, plans and strategies to selected Ministry of Education, MOE officials/ senior experts and partners. The training also brought together senior officials from related ministries like that of health.201324th December01401 day training to Senior government officials592EthiopiaAfricaTraining to increase and improve the knowledge and awareness on the importance of providing Education for All (ICEV EFA-VI Campaign) for children with visual impairment.201314th December0035Parents and community; 1 day training593EthiopiaAfricaOne day training workshop on EFA-VI for selected subject teachers that are teaching children with visual impairment in regular primary schools and colleges of teacher education2013October01201 day training594EthiopiaAfricaTraining on Inclusive Education and awareness on EFA-VI to Ministry of Education officials2013September0240Heads of Ministry Directorates; 2 days training595GhanaAfricaOne day sensitization seminar organized for parents of visually impaired and deaf-blind children in National Basic Inclusive School and Cape Deaf-blind Unit school in the Central Region. 201428th June0098596GhanaAfrica6-day district based capacity building training programme was held to senior high school resource teachers in Cape Coast, Bechem and Adidome districts. The teachers were drawn from Adidome Senior High School, Mawuli Senior High School, National College and Wenchi Senior High School. 2013November01206 day training in conjunction with Perkins International597MozambiqueAfricaSensitization of 20 inclusive education stakeholders from Tete Provincial education on EFA-VI2012December0200598MozambiqueAfricaSensitization of parents on EFA-VI from Zambzia province2012November0044599MozambiqueAfricaSensitization of 30 stakeholders (Parents, education officials and schools head masters of Beira City in Sofala province on EFA-VI)2012November0237600MozambiqueAfricaThe Mozambique National Association of the Blind (ACAMO) and stakeholders spent the months of September and October conducting orientation of Ministry of Education (MoE) officials on EFA-VI. This was a buildup of similar ongoing activities that started in the month of July. 2012September and October0180EFA-VI orientation to Ministry of Education officials601MozambiqueAfricaAwareness raising to forty five (45) participants to parents and community of Chimoio in Manica province. Key on the workshop agenda were objectives of the Campaign (creating campaign publicity and EFA VI visibility), and the need to enroll as many children with visual impairment to school from the community.2012May00451 day awareness training602MozambiqueAfricaACAMO, the national association of the blind did conduct awareness and sensitization activities to 6 different communities about the Campaign and on Inclusive Education in Mutarara district in Tete province.2013May0056603MozambiqueAfricaSelected parents and communities in the districts of Gorongoza and Caia in Sofala provinces were sensitized on the importance of bringing out children with disabilities and taking them to school.2013August00102Parents and community were reached604MozambiqueAfricaA workshop on promotion of inclusive education was conducted in Changara, Angnia, Tete, Mutarara and Changara districts gathering Ministry of Education officials from the very grassroots. They were taught on Inclusive Education strategies. 2013September0330Ministry officials were trained during the 1 day workshop605MozambiqueAfricaToT training workshop on Braille literacy skills that was conducted in conjunction with ADPP (a teacher training capacity building and advocacy NGO). 2013September02001 week training606UgandaAfricaAwareness raising and sensitization on the Campaign and its objectives was done on 14th June a week after the launch. This was done in conjunction with Perkins International during the Uganda Braille Cup Competition also supported by Perkins International. 201314th June45210Awareness workshop to teachers and learners607SwazilandAfricaThe ICEVI Africa Regional Coordinator attended a conference in Swaziland on education for children with disabilities with the theme The Rights of Children with Disabilities: The Duty to Protect, Respect, Promote and fulfill the right to Education for Children with Disabilities.201213-15th June010ICEVI sponsored the Africa Region Coordinator for the workshop608KenyaAfricaThis in-service Trainer of Trainees (ToT) adaptive Maths short course aimed at increasing the level of competency of teachers in teaching adaptive Mathematics to learners with visual impairment0170609KenyaAfricaThere were several Capacity building and awareness raising activities in conjunction with the EYC - the national education consortium in Nairobi, Kiambu and Machakos Counties in the 2nd and 3rd quarters. Topics included EFA-VI awareness, ADL training, training on abacus, inclusive education and Braille literacy. 2013May - September456251610MalawiAfricaOpen day (awareness) Campaign on the importance of inclusive education and the right to education for youth with disabilities was conducted at Mambala Primary school in Nazombe zone, Phalombe district. Those present included officials from the District Education Administration, learners from 13 primary schools and their teachers, School Management Committees and Parents Teachers Associations from 11 schools2013August371126I day advocacy training611Burkina FasoAfricaA workshop on inclusive education was held. It brought together various stakeholders from the government (ministry of education) and the NGO sector. 3 participants represented UN-ABPAM. 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