Zambia

Zambia is experiencing a severe poverty crisis, with over 60% of its population living below the national poverty line. Driven by high rural poverty rates, reaching nearly 79% in 2022, and a high cost of living, the country is among the world's most unequal and poorest nations despite its natural resources. 
Key Geographic Areas of Operation
•	Western Province: Focuses on the Barotse Flood plain, supporting communities suffering from extreme malnutrition, financial insecurity, and climate-related disasters (droughts/floods).
•	Eastern, Central, and Northern Provinces: High concentration of poor households requiring agricultural inputs and social welfare assistance.
•	Copperbelt Province: Targeted operations in inner-city slum areas to aid orphans, single mothers, and people living with HIV/AIDS.


PRISON FELLOWSHIP ZAMBIA

NON PROFIT ORGANIZATION

Andrew Chirwa

Chitalu Bwalya

Teddy Mweetwa

David Kanagayamagamu

Leonard Tembo

Enock Kambungu

Enocent Silwamba

Magret Sibayumba

Rose Banda

Aliness Bwale

PFZ-NGO exists to address issues in support of the public good. Operating independently of government control. Value-driven and rely on volunteer effort, donation and grants to implement projects to provide service through community development.

Onderwijs en wetenschap

CWD gain access to inclusive education, with a strong focus on gender parity and girls included. Teachers trained in inclusive education techniques and specialized disability assessment. Community engagement and reduced absenteeism. 

Kwaliteit onderwijs

Mensen met een beperking

To improve educational opportunities for children and young people with disabilities

The project will focus on improving the lives of children with disabilities (CWDs) through inclusive education, specialized care, and community support. The Project aims to reduce stigma, improve access to education and health services, and provide vocational training to families. 

Ministry of Education
Zambia Agency for Persons with Disability
Parents/guardians
Community leadership
Ministry of Health
Local Radio Community stations

Measuring the success of project goals supporting Children with Disabilities (CWD) to access education in Zambia involves tracking increased enrollment and retention rates, improved teacher training, and strengthened school infrastructure.
Key Metrics and Measurement Strategies:
•	Access and Enrollment Data: Tracking the number of CWD enrolled in school.
•	Retention and Participation Rates: Monitoring the continuity of CWD attendance and their participation in classroom activities.
•	Capacity Building Tracking: Measuring the number of teachers trained in special and inclusive education.
•	Infrastructure Accessibility: Evaluating schools on their provision of accessible facilities.
•	Advocacy and Policy Impact: Utilizing qualitative methods like Focus Group Discussions (FGDs) with parents and ZAPD (Zambia Agency for Persons with Disabilities) personnel to assess changes in cultural attitudes towards disability.
•	Behavioral Monitoring: Implementing student councils to monitor and report on school environments and teacher behavior
Methods for Evaluation:
•	Mid-term/End-line Reviews: Regular reviews of similar project reports, to determine if projects are reaching their target milestones.
•	Qualitative Research: Using phenomenological designs to understand the lived experiences of CWD in inclusive education settings.
•	Independent Evaluations: Engaging external consultants to assess project achievements
•	Advocacy Analysis: Reviewing the effectiveness of media advocacy on inclusive education


Supporting Children with Disabilities (CWDs) in Zambia faces critical bottlenecks, primarily stemming from deeply ingrained negative attitudes/stigma, severe infrastructure limitations (inaccessible buildings), and a lack of trained specialized teachers. Other key risks include high poverty levels affecting families, inadequate specialized teaching materials, and limited enforcement of inclusive education policies, often resulting in high dropout rates and limited access to primary education.
Key Risks and Bottlenecks
•	Physical Infrastructure Inaccessibility: School buildings, sanitation facilities, and classrooms are often not designed for children with physical disabilities, making access difficult or impossible.
•	Negative Attitudes & Stigma: Children with disabilities often experience discrimination from peers, teachers, and communities, which hinders their enrollment and active participation in schools.
•	Limited Trained Personnel: A significant shortage exists of teachers trained in special education and inclusive teaching methods to support learners with diverse needs.
•	High Poverty & Cost of Support: High levels of poverty, particularly in rural areas, make it difficult for families to pay for specialized equipment, assistive devices, and transport.
•	Inadequate Learning Materials: There is a shortage of assistive devices, braille materials, and accessible ICT for learners with sensory, intellectual, and physical disabilities.
•	Policy Gaps in Practice: While policies exist, there is a gap in implementation and enforcement, often leading to slow progress on school sensitization and teacher training.
•	Weak Data & Identification: A lack of accurate data on CWDs makes planning and providing specific, targeted support difficult.



Kinderen (<12 jaar)

Jongeren (< 18 jaar)

Enhanced Support System for Children with Disabilities (CWDs)

Zorg en gezondheid

Maatschappelijke en sociale doelen

Economie en welvaart

Milieu natuur en dierenbescherming

Gendergelijkheid

Schoon water en sanitair

Geen armoede

Geen honger

Goede gezondheid en welzijn

Eerlijk werk en economische groei

Klimaatactie

Ongelijkheid verminderen

Huishoudens onder lage-inkomensgrens

Mannen

Vrouwen

The relevance of this project critical for enabling children with disabilities to access mainstream education and improving learning outcomes. These initiatives improve infrastructure, train teachers in inclusive pedagogy, and promote social inclusion from preschool to tertiary levels, addressing high rates of exclusion among children with special needs.
•	Access to Education: Projects have increased enrollment and retention for children with disabilities, particularly girls, by reducing barriers to education.
•	Teacher Training & Capacity Building: Initiatives like the Sightsavers program ensure teachers have specialized skills to support children with disabilities in mainstream classrooms.
•	Infrastructure Improvement: Project will facilitate the construction of accessible facilities, such as ramps and inclusive playgrounds.
•	Policy Implementation: The project will bridge the gap between Zambia's official inclusive education policies and actual classroom practice.
•	Community Sensitization: Projects engage parents, community members, and organizations of people with disabilities to reduce stigma and change attitudes toward disability.
•	Support for Special Needs: Programs have improved access to specialized resources and assessments, including low-vision aids and the use of braille


Children with disabilities in the country are still a marginalized group more so if they are from the lower economic strata of the society and living in the rural areas. Children with Disabilities (CWDs) in Zambia, estimated at over 7% of the population, face significant marginalization, poverty, and limited access to inclusive education and healthcare. While legal frameworks like the Persons with Disabilities Act (2012) exist, enforcement is weak, leading to stigma, abandonment, and barriers to services. Marginalization & Stigma: Many CWDs face neglect or are hidden away by families, with limited access to education, physiotherapy, and assistive devices. Education Access: Access to education is hindered by lack of special needs teachers, poor infrastructure, and negative attitudes, particularly in rural areas. Health and Nutrition: CWDs are vulnerable to malnutrition, frequently requiring specialized support for feeding, communication, and hygiene. Another 30% of the urban children with disabilities are able to access education through special schools. The other 40% with moderate to severe disabilities either get very little or no education at all. Those who do get admissions in the mainstream schools, the system does not move beyond admissions. The learning levels are dismal for children with disability, especially so for children with global developmental delays (GDD). The system of education also does not have an effective and efficient model of inclusion to follow as far as learning is concerned. The prevailing situation in the field of education for children with disability has prompted PFZ to develop multiple models to ensure education for all.