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.
The sessions included moments for sharing results achieved over two years of project implementation, as well as practical activities directed at teaching staff. Participants had the opportunity to explore digital tools supporting inclusion, such as assisted reading resources, multimedia content creation, and teaching support platforms.
During the workshops, teachers worked in groups to develop inclusive teaching materials, using tools such as digital presentations, reading support applications, and solutions based on artificial intelligence. The activities aimed to demonstrate concrete ways of adapting content to students’ needs, promoting more accessible and participatory learning.
The programme also included the analysis of practical cases and discussions on challenges associated with introducing technologies such as robotics and programming in the context of inclusive education.
The activities were held in several educational institutions, including secondary schools and inclusive education resource centres in the cities of Xai-Xai and Macia. Each session included the participation of around 20 teachers, as well as school managers and pedagogical support staff.
Prior to the start of the activities, courtesy meetings were held with the Provincial Directorate of Education of Gaza, as well as with the District Services of Education, Youth and Technology, with the aim of strengthening institutional coordination.
The TIPOTE project is developed in collaboration with national and international partners, with the support of the Ministry of Education and Culture, and aims to promote more inclusive, innovative, and context-adapted pedagogical practices in Mozambique.
The workshops concluded with the awarding of certificates to participants and a closing session marked by the sharing of experiences and achieved results.
