Teachers from Gaza Province participated, between April 20 and 25, 2026, in a series of training workshops focused on the integration of inclusive pedagogical practices in teaching.
The initiative took place במסגרת the TIPOTE project, an international partnership aimed at strengthening teacher education in Mozambique, with a focus on inclusive and practice-oriented approaches tailored to real classroom contexts.
On February 16, the Pedagogical Directorate of Maputo promoted a scientific-methodological update aimed at the teaching staff of the Universidade Pedagógica. The event, which counted on the collaboration of specialists from the Key Experts group of the TIPOTE project, had as its main objective the modernization of pedagogical practices and adaptation to the new demands of contemporary education.
Between October 21 and 25, 2024, a delegation from the Universidade Pedagógica de Maputo conducted a significant pedagogical exchange at the University of Botswana. This visit, organized under the TIPOTE (Towards Inclusive and Practice-Oriented Teacher Education) project, aimed to foster collaboration and share best practices in inclusive education and support for students with special needs. The Mozambican team consisted of Key Experts Prof. Dr. Camilo Ussene, Prof. Atália Saíde, Dr. Cláudia Jovo, and Dra. Sheila Rangel.
Between August 19 and 21, 2024, a team of Key Experts from the TIPOTE project conducted a series of field visits to educational institutions in Sofala province to evaluate the current state of inclusive education. The mission, which included specialists Camilo Ussene, Casimiro Massunguine, Cláudia Jovo, and Alberto Boane, visited several key locations including the Samora Machel Secondary School and the Beira Institute for the Visually Impaired.
The primary objective of these visits was to gather first-hand data on pedagogical practices and identify specific infrastructure and training needs. During their time in Beira, the experts observed a significant gap in specialized teaching materials, particularly for students with visual impairments. While teachers demonstrated a high level of dedication and willingness to support inclusive practices, the lack of tailored resources remains a major barrier to effective learning.
Beyond material needs, the team identified a pressing requirement for specialized professional development. Most faculty members reported that while they are committed to inclusion, they have not received the specific training necessary to handle the diverse range of special educational needs found in their classrooms. These findings highlight a critical area for the TIPOTE project’s future interventions, specifically the need for targeted training modules.
The visit also uncovered potential for regional collaboration, noting that the Púngue University extension in Beira already operates an inclusive education program. Establishing networks with such local institutions could prove vital for sharing best practices and creating a more sustainable support system for inclusive teaching in the region.
The insights gained from the Sofala field report will now be integrated into the project’s strategic planning for 2025. These include the development of locally relevant digital content and the procurement of specialized tools designed to bridge the accessibility gap identified during the mission. This field work ensures that the project’s outputs are directly aligned with the real-world challenges faced by Mozambican schools.
As part of the project monitoring activities, a team of Key Experts conducted a study visit to Gaza Province from 1 to 5 July 2024. The mission focused on assessing inclusive education practices and the implementation of the STEM approach (Science, Technology, Engineering and Mathematics) in secondary schools and local resource centres.
Good Practices and Inclusion at the CREI in Macia
The Challenge of Technological Sustainability
Despite these strengths, the assessment carried out at Joaquim Chissano Secondary School and Xai-Xai Secondary School revealed critical obstacles to the sustainability of the project:
Impact and Outlook
The data collected in this province is essential for Project Output 2, which aims to develop accessible digital content and ensure continuous teacher training. The findings in Gaza reinforce the need for strategies that operate effectively in low-connectivity environments, ensuring that pedagogical innovation reaches all students, regardless of their location.
The delegation of experts in Gaza included specialists in Programming, Digital, STEM, and Living Lab areas, representing the collaboration between UP-Maputo and ISET-One World.
