Inclusive education and the consolidation of inclusive practices following the pilot school model in Nacala-Porto, Mozambique

Abstract

This study examines the consolidation of inclusive education practices at 3º Congresso Secondary School in the district of Nacala-Porto, Mozambique, as part of the “Together for Inclusion” pilot project, implemented between 2021 and 2023. The study aimed to analyze how the institutional restructuring resulting from the implementation of the pilot school model contributed to the consolidation of inclusive practices. Methodologically, this is a qualitative, empirical, and exploratory study based on a case study, utilizing semi-structured interviews with members of the school administration, pedagogical coordination, and the school inclusion team. The results highlight significant organizational and pedagogical changes, such as the creation of inclusion teams, the strengthening of community participation, ongoing teacher training, and the adoption of inclusive pedagogical strategies, including collaborative learning, methodological adaptation, and the development of accessible teaching materials. An increase in the number of students with Special Educational Needs enrolled was also observed, as well as a reduction in early marriages and teenage pregnancies. However, challenges persist regarding the lack of adapted resources, inadequate infrastructure, and limitations in inclusive assessment processes. It is concluded that the school is in a gradual process of building an inclusive culture, supported by collaboration between the school, the community, and institutional partners.