“We pledge to take inclusive education from humble beginnings to greater heights by becoming advocates of inclusion in our schools.” This commitment was made by members of the School Inclusion Teams under the Project Promoting the Right to Education for Learners with Disabilities in Cameroon at the close of a one-day orientation workshop. The workshop, organized under the SEEPD Program, was recently held at the Baptist Centre, Nkwen, Bamenda.
The orientation brought together School Inclusion Teams from selected primary and secondary schools across the Northwest Region to equip them with a clear understanding of the project, its implementation strategies, and their responsibilities in promoting inclusive education within their respective schools.
Opening the workshop, the Project Coordinator, Dr. Longla Bridget underscored the significance of the project in transforming schools into learning environments where every child is respected, valued, and included, regardless of disability or learning needs. She explained that the participating schools were carefully selected by the Regional Delegates of Basic and Secondary Education because of their potential to serve as model schools for inclusive education.
The Regional Delegate of Basic Education, Dr. Gohla Njodzeka, and the Regional Delegate of Secondary Education, Mr. Baijong Ezekiel, both emphasized the importance of accountability and continuous follow-up throughout the project. They noted that participating schools would be required to submit regular reports on activities undertaken to promote inclusive education. They described the School Inclusion Teams as pioneer trainers and advocates who would champion inclusive practices within their institutions.
The two education officials also commended CBC Health Services and its partner, CBM, for their collaboration with the government in advancing inclusive education in the Northwest Region. According to them, such partnerships are essential to ensuring that children with disabilities fully enjoy their right to quality education in safe, supportive, and inclusive learning environments.
Facilitated by Dr. Longla Bridget and the project’s Monitoring and Evaluation Officer, Mr. Nonki Kennedy, the workshop covered key topics, including the concept of inclusive education, an overview of the project, implementation strategies, the role of Parent-Teacher Associations (PTAs) in promoting inclusion, and the use of baseline assessment tools. Participants also discussed the criteria for selecting School Inclusion Team members and their respective roles and responsibilities.
Participants, including headteachers, teachers, school administrators, PTA representatives, guidance counsellors, and Community-Based Rehabilitation Field Workers expressed appreciation for the orientation, describing it as informative, practical, and timely.
In her closing remarks, Dr. Longla encouraged members of the School Inclusion Teams to take ownership of the project and play an active role in ensuring its success.
The project will be implemented in seven Government Primary Schools, eight Government Secondary Schools located in the divisional headquarters of the Northwest Region, as well as Government Bilingual Technical High School (GBTHS) Bamenda and Government Bilingual Teachers’ Training College (GBTTC) Bamenda.
