The right to inclusive education : an assessment of the Mozambique Basic Education Policy

Abstract

This research investigates how Mozambique's basic education policies align with international human rights standards set by the Convention on the Rights of Persons with Disabilities, and the Protocol to the African Charter on Human and Peoples Rights on the Rights of Persons with Disabilities. It utilizes primary approaches from these treaties, along with a critical examination of Mozambique policies, including key constitutional articles and national education laws to assess integration of international norms into its education system. The research proposes that while Mozambique has made significant strides in adopting inclusive educational policies overtime, there remains hesitation from abandoning the special education approach, and gaps remain in implementation, particularly in resource allocation, teacher training, infrastructure development, and community engagement, crucial for an effective inclusive education. The analysis contributes to understand the intersection between international human rights obligations and national educational policies and practices, in the context of Africa, and Mozambique particularly.