Strengthening Inclusive Education through Supporting Teachers: Interministerial RTIA Workshop in Zambia

Building inclusive education systems requires strong support for teachers

Education officials from Zambia, South Africa, Mozambique, and Djibouti came together in Lusaka, Zambia, in May for an interministerial knowledge sharing workshop hosted by the Regional Teachers Initiative for Africa (RTIA) Facility. Through exchanging experiences and practical approaches to inclusive education, participants explored how education systems can better support teachers to meet the needs of all learners. A key message emerged from the discussions: teachers are central to inclusion, but they cannot do it alone.

Organised under the RTIA Facility Knowledge Management component led by the Finnish National Agency for Education (EDUFI), the workshop supported broader efforts to strengthen regional learning and cooperation in education development. The event also coincided with the launch of Zambia’s new Guidelines for the Implementation of Inclusive and Special Education for Teachers, developed by the Ministry of Education of Zambia in collaboration with the RTIA Facility. The guidelines aim to support teachers in responding to diverse learning needs and strengthening inclusive classroom practice. The guidelines are available at the RTIA Capacity4Development platform.

 

Practical learning and exchange

The workshop programme combined policy dialogue with hands-on learning. Participants took part in small group discussions, joint reflection sessions and peer exchanges, sharing experiences, challenges, and promising practices from their countries.

A key highlight was visiting two schools in Lusaka with extensive experience in inclusive and special education.  At Bauleni School, the participants observed how teachers, specialists, support staff, and community partners work together to support learners with a wide range of needs. At Saint Lawrence School, they saw examples of differentiated teaching, collaboration between mainstream and special education teachers, learner support mechanisms, and the important role of teachers with disabilities as support and role models for learners. These visits allowed the participants to move beyond policy discussions, observe inclusive and special education practices and reflect on how these could be strengthened in their own contexts.

Supporting teachers, supporting inclusion

One message resonated throughout the workshop: inclusion is not achieved simply by placing learners with disabilities or other support needs in mainstream classrooms. True inclusion means ensuring that every learner can participate, learn, and thrive.

The workshop discussions underscored the essential role of teachers in delivering equitable, high-quality education. Participants explored how to:

• Identify and respond to diverse learning needs
• Adapt teaching approaches within mainstream classrooms
• Provide personalised support

Move beyond physical placement towards ensuring genuine participation, learning, and wellbeing for all learners.

While countries are addressing these questions in different ways, participants agreed that stronger support systems are essential for making inclusion a reality. The importance of continuous professional development, co-teaching, and whole-school approaches was also highlighted as critical for building teacher capacity. 

From policy to classroom practice

Feedback from participants confirmed the relevance of the workshop, with all respondents rating it as “very useful.” A key takeaway was the need to better connect policy frameworks with everyday classroom realities.

Participants highlighted the importance of:

• Practical teaching strategies
• Differentiated approaches to learning
• Use of locally available teaching materials

They also pointed to broader priorities, including reducing dropout rates, improving learning outcomes, and strengthening supportive learning environments.

Learning through collaboration and across borders

The exchange demonstrated the value of peer learning and cooperation across the education systems in different countries. Effective inclusion depends on coordinated efforts between: teachers and school leaders, parents and communities, as well as specialists and support services.

Sharing experiences across countries was seen as particularly beneficial, offering new perspectives and insights into how different contexts shape education systems. Although education systems differ significantly across countries, participants found that they shared many challenges. The exchange created opportunities for countries to learn from one another's experiences and identify approaches that could be adapted to their own contexts. 

Looking ahead

The Lusaka workshop marked an important step in strengthening regional dialogue and cooperation. Participating countries committed to taking forward selected practices, developing actions for strengthening inclusive education in their national contexts and continuing collaboration beyond the event. By focusing on practical approaches and the role of teachers, the workshop reinforced a shared commitment: ensuring that every learner has access to inclusive, high quality education.

By bringing policy makers, practitioners, and education leaders together, RTIA continues to support sub-Saharan African countries in advancing inclusive, equitable, and quality education for all learners by focusing on teachers. Through ongoing collaboration and regional exchange, countries can continue moving from policy commitments towards practical implementation that benefits every learner.