Promoting Alternative Learning Programs for Out-of-School Female Youths with Intellectual Disabilities in Zambia
Alternative learning programs in Zambia cater to female youths with intellectual disabilities through segregated or inclusive models, focusing on skills training for independent living. Despite government efforts, many intellectually disabled youths remain without proper training and job opportunities. The need for vocational skills training is highlighted, emphasizing the importance of inclusive education and empowerment for this marginalized group.
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ALTERNATIVE LEARNING PROGRAMS FOR OUT OF SCHOOL FEMALE YOUTHS WITH INTELLECTUAL DISABILITIES IN ZAMBIA By Mwenya N. Mwamba,Ph.D Directorate of Teacher Education and Specialized services- Zambia
1.0 Background Alternative Learning programs for female youths with intellectual disabilities are either in segregated models or inclusive models. This is so because the policy on education for learners with disabilities is a twin track model Courses such as health and sexuality, Home Economics and Hospitality, Catering, design, Cutting and Tailoring, doormat Making, House Keeping and gardening are taught.
Background The Intellectually disabled do primary education in levels 1, 2 and 3. At the end of level 3 it is assumed that the learner has attained age 16. After this they transit into skills training called the 16+. In the 16+ courses skills and values are taught. Currently there are between 16 and 18 years who are out of school in Zambia (Ministry of General Education,2016) 217,209 females aged
Background It was not clear how many of these were Intellectually Disabled. training to empower them for independent living. The Persons with disabilities Act #6 of 2012 states that vocational skills for persons with Intellectual disabilities should be provided in vocational and Skills Training institutions. These need skills
Background The Ministry of General Education in the Zambia Curriculum Framework has provided for the development curriculum for learners Disabilities. The UNCRPD states disabilities should access general tertiary education, vocational discrimination. of an alternative Intellectual with that Persons with training without
Background Despite Zambia being a signatory to international conventions, statistics show that the majority of out of school youths with intellectual disabilities were still without training and employment. The Government of the Republic of Zambia has opened the National Vocation and Rehabilitation Center to train female youths with Intellectual Disabilities in food production. Private partners have also come on board.
2.0 Innovations Instead of 6 months training the intellectually disabled do 3 years in inclusive settings. Individualized Education developed. Continuous assessment is applied Competence tests are conducted after the learner masters the skills. Youth empowerment Funds are provided Programs are
Innovation Parents support some in establishing businesses The same training institutions may employ them There are sheltered workshops provided There is supported employment offered with support from FAMR. The graduates performed satisfactorily in the job market.
Contd It is a collaborative approach. 3.0 Objectives To find out whether alternative learning programs were accessible to female youths with intellectual disabilities To identify alternative learning programs for female youths with intellectual disabilities in Zambia.
Contd To alternative learning programs on female youths with Intellectual Disabilities. 4.0 Implementation Strategies Ensure that youths Disabilities are able vocational training without discrimination and on an equal basis with others. determine the effectiveness of the with access Intellectual inclusive to
Contd. Use alternative learning programs to train female youths with Intellectual Disabilities in inclusive vocational training. Conduct monitoring alternative learning vocational skills training for persons with Intellectual Disabilities. and programs evaluation on targeting
5.0 Analysis and interpretation of results S/N INSTITUTION NUMBER ENROLED(Females) COURSES OFFERED 1. Bauleni 12 Catering, Knitting and weaving,General Agriculture, 2. Cheshire Homes 30 HE & Hospitality, Design, Cutting and Tailoring 3. Gelophina 45 Catering, HE & Hospitality 4. Muchinshi 2 Gardening, Doormat making 5. NVRC 32 Food Production 6. SANI Foundation 6 Home management 7. UTH Special School 7 Design, Cutting and tailoring
Interpretation Considering the total number of out of school female youths (217,209) it is 0.06% female youths with intellectual disabilities in skills training centers. This shows that the majority were not accessing skills training through alternative learning programs. A few who were accessing the program were in urban areas and were progressing well to the extent that they were employed and contributed to sustainable development.
Contd The conducted in inclusive settings practicing reasonable accommodation discrimination. Alternative Learning programs use the following; Fading support Individualized Education Program Integrated Supported Employment alternative learning programs were and positive
Contd. Internship Job coaching Peer tutoring/tutorials Sheltered workshops Interpretation The curriculum academic and vocational career pathways. The transition rates were low in the academic path. has a two tier system, the
Contd.. This has made the number of out of school female youths with Intellectual Disabilities to grow. Alternative assessments and certification were done by TEVET Centers of excellence to provide a holistic training were to be established in both rural and urban areas to empower the youths .
Contd The alternative learning programs improves employment outcomes over 1-2 years by; Improving self esteem Developing hope Creating relationships Controlling substance abuse It is more effective over the long term benefits being beyond the first one to two years.
Contd The program augment individual placement and support. Learning becomes a continuous process. A collaborative model was ideal in that parents, the youth and the community took part in the training. The support is great as the trainee contributes to economic growth and benefits as an individual, family and community. Thus Alternative Learning Programs are effective.
6. Lessons Learnt Policy reform The education and skills legislation and policy should reflect what is in the UNCRPD, PWD Act #6 of 2012 and the National Disability Policy of 2015 Strategic Planning The sustainable goal #4 stresses inclusivity and no one should be left behind. This is what is reflected in the 7thNational Development Plan.
Contd No one left behind, equality and inclusive education enhancement, centers of Excellence establishment, Inclusive promotion, Alternative training mode promotion and access to inclusive education is paramount. Implementation Ministries responsible for education and skills development to facilitate the provision of education and skills development to youths with Intellectual disabilities. Vocational Training
Contd The Ministries responsible for education and skills development shall ensure that the learning institutions were provided with human, material and financial resources to make teaching and learning effective and of good quality. Alternative learning programs incorporated in the teacher education curriculum for all teachers to be familiar with teaching according to learner needs. need to be
7.0 Conclusion The number of female youths with Intellectual Disabilities accessing inclusive vocational training was very low that the majority were out of school and unemployed. Despite inclusive education policies it is not known why the transition rate to tertiary education was low. A few who accessed vocational training were progressing well and they were contributing to sustainable national development.
Contd The alternative learning programs identified were effective and were facilitating reasonable accommodation to enable female youths with Intellectual Disabilities skills without discrimination. acquire vocational
