1. Directorate of Teacher Education and Specialized services- Zambia
ALTERNATIVE LEARNING PROGRAMS FOR OUT OF SCHOOL FEMALE YOUTHS WITH INTELLECTUAL DISABILITIES IN ZAMBIA By
Mwenya N. Mwamba,Ph.D
Directorate of Teacher Education and Specialized services- Zambia

2. 1.0 Background
Alternative Learning programs for female youths with intellectual disabilities are either in segregated models or inclusive models.
This is so because the policy on education for learners with disabilities is a twin track model
Courses such as health and sexuality, Home Economics and Hospitality, Catering, design, Cutting and Tailoring, doormat Making, House Keeping and gardening are taught.

3. Background
The Intellectually disabled do primary education in levels 1, 2 and 3. At the end of level 3 it is assumed that the learner has attained age 16. After this they transit into skills training called the 16+.
In the 16+ courses skills and values are taught.
Currently there are 217,209 females aged between 16 and 18 years who are out of school in Zambia (Ministry of General Education,2016)

4. Background
It was not clear how many of these were Intellectually Disabled. These need skills training to empower them for independent living.
The Persons with disabilities Act #6 of 2012 states that vocational skills for persons with Intellectual disabilities should be provided in vocational and Skills Training institutions.

5. Background
The Ministry of General Education in the Zambia Curriculum Framework has provided for the development of an alternative curriculum for learners with Intellectual Disabilities.
The UNCRPD states that Persons with disabilities should access general tertiary education, vocational training without discrimination.

6. Background
Despite Zambia being a signatory to international conventions, statistics show that the majority of out of school youths with intellectual disabilities were still without training and employment.
The Government of the Republic of Zambia has opened the National Vocation and Rehabilitation Center to train female youths with Intellectual Disabilities in food production.
Private partners have also come on board.

7. 2.0 Innovations
Instead of 6 months training the intellectually disabled do 3 years in inclusive settings.
Individualized Education Programs are developed.
Continuous assessment is applied
Competence tests are conducted after the learner masters the skills.
Youth empowerment Funds are provided

8. Innovation Parents support some in establishing businesses
The same training institutions may employ them
There are sheltered workshops provided
There is supported employment offered with support from FAMR.
The graduates performed satisfactorily in the job market.

9. Contd… It is a collaborative approach. 3.0 Objectives
To find out whether alternative learning programs were accessible to female youths with intellectual disabilities
To identify alternative learning programs for female youths with intellectual disabilities in Zambia.

10. Contd…
To determine the effectiveness of the alternative learning programs on female youths with Intellectual Disabilities.
4.0 Implementation Strategies
Ensure that youths with Intellectual Disabilities are able to access inclusive vocational training without discrimination and on an equal basis with others.

11. Contd….
Use alternative learning programs to train female youths with Intellectual Disabilities in inclusive vocational training.
Conduct monitoring and evaluation on alternative learning programs targeting vocational skills training for persons with Intellectual Disabilities.

12. 5.0 Analysis and interpretation of results
S/N
INSTITUTION
NUMBER ENROLED(Females)
COURSES OFFERED 1.
Bauleni 12
Catering, Knitting and weaving,General Agriculture, 2.
Cheshire Homes 30
HE & Hospitality, Design, Cutting and Tailoring 3.
Gelophina 45
Catering, HE & Hospitality 4.
Muchinshi 2
Gardening, Doormat making 5.
NVRC 32
Food Production 6.
SANI Foundation 6
Home management 7.
UTH Special School 7
Design, Cutting and tailoring

13. Interpretation
Considering the total number of out of school female youths (217,209) it is 0.06% female youths with intellectual disabilities in skills training centers. This shows that the majority were not accessing skills training through alternative learning programs. A few who were accessing the program were in urban areas and were progressing well to the extent that they were employed and contributed to sustainable development.

14. Contd…
The alternative learning programs were conducted in inclusive settings practicing reasonable accommodation and positive discrimination. Alternative Learning programs use the following;
Fading support
Individualized Education Program
Integrated Supported Employment

15. Contd…. Internship Job coaching Peer tutoring/tutorials
Sheltered workshops
Interpretation
The curriculum has a two tier system, the academic and vocational career pathways. The transition rates were low in the academic path.

16. Contd…..
This has made the number of out of school female youths with Intellectual Disabilities to grow.
Alternative assessments and certification were done by TEVET
Centers of excellence to provide a holistic training were to be established in both rural and urban areas to empower the youths .

17. Contd…
The alternative learning programs improves employment outcomes over 1-2 years by;
Improving self esteem
Developing hope
Creating relationships
Controlling substance abuse
It is more effective over the long term benefits being beyond the first one to two years.

18. Contd…
The program augment individual placement and support. Learning becomes a continuous process.
A collaborative model was ideal in that parents, the youth and the community took part in the training.
The support is great as the trainee contributes to economic growth and benefits as an individual, family and community.
Thus Alternative Learning Programs are effective.

19. 6. Lessons Learnt Policy reform
The education and skills legislation and policy should reflect what is in the UNCRPD, PWD Act #6 of 2012 and the National Disability Policy of 2015
Strategic Planning
The sustainable goal #4 stresses inclusivity and no one should be left behind. This is what is reflected in the 7th National Development Plan.

20. Contd…
No one left behind, equality and inclusive education enhancement, centers of Excellence establishment, Inclusive Vocational Training promotion, Alternative training mode promotion and access to inclusive education is paramount.
Implementation
Ministries responsible for education and skills development to facilitate the provision of education and skills development to youths with Intellectual disabilities.

21. Contd…
The Ministries responsible for education and skills development shall ensure that the learning institutions were provided with human, material and financial resources to make teaching and learning effective and of good quality.
Alternative learning programs need to be incorporated in the teacher education curriculum for all teachers to be familiar with teaching according to learner needs.

22. 7.0 Conclusion
The number of female youths with Intellectual Disabilities accessing inclusive vocational training was very low that the majority were out of school and unemployed.
Despite inclusive education policies it is not known why the transition rate to tertiary education was low.
A few who accessed vocational training were progressing well and they were contributing to sustainable national development.

23. Contd…
The alternative learning programs identified were effective and were facilitating reasonable accommodation to enable female youths with Intellectual Disabilities acquire vocational skills without discrimination.