Inclusive Education: when two teachers serve as role models

In the Androy region in the South, Esmine has been a teacher for over ten years at the Ankilimaroaloka Public Primary School. Joela Baona, on the other hand, has been the director of the Erakoka Public Primary School since 2018 and has been teaching since 2004. Both of them experience physical disabilities, which command the respect of students and contribute to the establishment of inclusive education.

Esmine and Joela Baona are among the beneficiaries of the training supported by UNICEF through the funding of PAEB 5 (Basic Education Support Project) from the Global Partnership for Education (GPE) and the World Bank, focusing on the Teaching at the Right Level (TaRL) approach, inclusive pedagogy, the use of exercise books, and other emerging modules. Serving as role models themselves, they bear witness to the fact that people with disabilities are integral contributors to development, especially in education as teachers, and further support children with disabilities and learning difficulties.

"I will not hesitate to apply the knowledge gained from the training upon my return to my institution," stated Esmine, who currently teaches the 11th-grade class with 80 students, including 40 girls and 40 boys. Without initial training in pedagogy, she embarked on her teaching career with a strong commitment to supporting children's right to education, including that of her daughter. To enhance her skills, Esmine has undergone continuous training and participated in an academic reinforcement session in 2016, as well as several pedagogical days. Recruited by the Parents' Association, she is not a government employee but receives a monthly subsidy from the Ministry of National Education.

On the other hand, Joela Baona relies on the playful and participatory approach promoted by this new method to motivate students in their learning participation. Inclusive pedagogy, another module of the training, naturally takes root as this teacher-director applies it through his own integration with his students.

Compared to their peers, Esmine and Joela Baona encountered no particular issues during the UNICEF-supported training. In the actual implementation of the training provided, colleagues lent a helping hand when physical efforts were required, such as moving chairs during school group activities.