Learning across continents
One of the highlights of 2025 was a 10-day study tour to Finland in March, where 18 Mozambican Key Experts explored Finnish approaches to learner centred and inclusive education. The exchange was far from one-directional: Finnish and Mozambican educators learned from one another, reflecting critically on how inclusive practices must always be adapted to local realities.
This joint learning continued in two intensive Training of Trainers (ToT) weeks held in Mozambique, in May and October. These gatherings deepened shared understanding of inclusive education across the four output areas: inclusive pedagogy, digital education, living labs in schools, and inclusive STEM education.
From Training Rooms to Classrooms: Living Labs in Action
Perhaps the most tangible progress in 2025 happened where theory met practice: in schools.
Using a Living Lab approach, TIPOTE teams worked with primary and secondary schools in both urban Maputo and more rural areas. Rather than imposing a single definition of what a Living Lab should be, the project embraced flexibility. This allowed each higher education institution to develop approaches that suited their local context — a decision that proved crucial for success.
In Changalane Primary School, Living Labs focused on English, environmental education, reading, and creative writing. In Maputo, pupils explored learning through poetry, visual arts, theatre, podcasts, and identity focused discussions. These activities not only supported inclusive learning but also strengthened pupils’ sense of voice, creativity, and belonging.
The experiences gained in these Living Labs are now being consolidated into models that can be replicated and scaled, ensuring lasting impact beyond the project’s lifetime.
Digital studios, new voices
Digital inclusion took a major leap forward in 2025 with the establishment of two fully equipped digital studios — one in each Mozambican partner institution.
The studios were immediately put into use. Podcasts, video clips, and other digital materials began to emerge — including content created with and by secondary school students. These productions gave new visibility to student perspectives and expanded TIPOTE’s reach far beyond the classroom walls.
Inclusive STEM and empowering girls
Inclusive education also means addressing who feels welcome in different learning fields. In 2025, TIPOTE’s STEM output made progress especially in promoting girls’ participation.
Four STEM workshops were delivered across five partner schools, reaching teachers and students alike. STEM-related pamphlets were produced and distributed, linking STEM learning to everyday life and national curricula.
A particularly impactful initiative, My Best Version, created a dedicated space for female students to reflect on their challenges, aspirations, and experiences with STEM education. Through dialogue, sports, mentoring, and learning activities, participants reported increased self confidence, motivation, and interest in scientific and technological fields.
Inclusion as a human right
Throughout all activities, TIPOTE maintained a strong human rights based approach. Inclusion was understood broadly — encompassing disability, gender, language, socio economic background, and sexual identity.
Disability organizations played an active role in the Project Advisory Committee, shaping discussions and training sessions. In schools, specific attention was paid to learners with disabilities, and digital tools were promoted as a way to enable multiple forms of expression and participation.
Looking Ahead
As the final year TIPOTE has started, the focus will be on consolidating results, sharing lessons learned nationally, and ensuring that inclusive practices continue to grow beyond the project framework.
The year 2025 showed that inclusive education is not built through quick fixes, but through sustained collaboration, critical reflection, and shared ownership. TIPOTE is helping ensure that future teachers in Mozambique are better equipped to teach all learners — and that inclusion becomes not an exception, but the norm.
