The government has stepped up efforts to expand inclusive education, with 751 children reached through home-based and hospital-based learning programmes, as it seeks to ensure that disability and health challenges do not deny any child the right to education.
The programmes, which serve 691 students through home-based learning and 60 through hospital-based schooling, are part of the implementation of the Fourth National Inclusive Education Strategy for 2026/27–2030/31.
The strategy was launched in Dodoma on October 16, 2026, by the Ministry of Education, Science and Technology, alongside nine national guidelines and the distribution of assistive devices worth more than Sh730 million.
Speaking at the launch, Education, Science and Technology Minister Adolf Mkenda urged parents and communities to stop hiding children with disabilities at home, saying they should instead be supported to access education and participate in society.
He said every child deserved an opportunity to learn, regardless of disability, health condition or other circumstances that might prevent them from attending conventional classrooms.
The home-based and hospital-based programmes are intended to ensure that children who cannot attend regular classes continue learning and have an opportunity to develop their abilities and achieve their aspirations.
The initiative also seeks to address barriers that have historically limited access to education for children with disabilities and those facing prolonged health challenges.
To strengthen inclusive education, the government has distributed 200 laptops and 240 tablets to help students with disabilities access digital learning materials and participate more effectively in educational activities.
Additional assistive equipment worth Sh200 million has also been provided to students with special needs in higher learning institutions.
The distribution forms part of broader government efforts to improve access to education through technology and learning resources tailored to students' individual requirements.
Prof Mkenda said the government had invested more than Sh12 billion in improving infrastructure at model inclusive schools and established special education institutions.
The investment has also supported the training of 2,058 personnel, comprising 1,276 special education teachers, 242 teachers with disabilities and 316 caregivers and mawadeini.
In another intervention, more than 522,000 Braille and large-print books have been produced to enable learners with visual impairments to access educational materials in appropriate formats.
The government has also made Tanzanian Sign Language training compulsory for all student teachers nationwide, a move aimed at improving communication between teachers and students with hearing impairments.
Meanwhile, the number of colleges offering special education training has increased from one to three, while 2,000 student teachers have received scholarships to pursue degrees in the field.
The number of higher learning institutions providing services to students with special needs has also increased from one to 19.
The Chairperson of the Parliamentary Standing Committee on Education, Culture and Sports, Husna Sekiboko, urged students with disabilities to believe in their abilities and use the assistive devices provided to improve their academic performance.
She said disability should not be treated as a barrier to academic achievement, leadership or participation in national development.
Citing the example of Yumna, a Member of Parliament who also serves on the committee, Ms Sekiboko said people with disabilities could take up leadership positions and use them to advocate for the rights and interests of others.
She urged the Ministry of Education to ensure that the distribution of assistive devices becomes a sustainable programme that reaches eligible students in all regions.
Parliament, she added, would continue to oversee and support initiatives aimed at improving inclusive education.
Permanent Secretary in the Ministry of Education, Science and Technology Carolyne Nombo said the government was continuing to implement measures to ensure that no child was left behind in accessing education.
She said the distribution of assistive devices at the event was the third exercise of its kind in the current calendar year, while thanking government leaders and the parliamentary committee for their support in advancing education.
United Nations Children's Fund (UNICEF) representative Ayubu Kafikilo said the organisation, working with the Government of Canada, had provided 200 laptops and 240 tablets to help students with disabilities benefit from digital technology.
He said UNICEF was also preparing to provide additional assistive devices, including Braille equipment, hearing aids, crutches and wheelchairs.
The organisation is further working with the Tanzania Institute of Education (TIE) to convert conventional curriculum textbooks into digital formats that can be accessed by students with special needs through modern technologies, including artificial intelligence.
The Fourth National Inclusive Education Strategy is accompanied by nine national guidelines covering teacher training, information and communication technology, assistive technology, Tanzanian Sign Language, vocational education, services for students with special needs and the use of Kiswahili Braille.
The measures are intended to improve the availability of accessible learning materials, strengthen teachers' capacity and enable students with disabilities to participate more fully in the education system.
Prof Mkenda reiterated that parents and communities must help remove the social barriers that prevent children with disabilities from attending school.
He urged families to give these children the support they need to learn, develop their talents and participate in community life, stressing that disability should not be a reason to deny them educational opportunities.