In a country where 7.2% of the population lives with disabilities—often invisible and stigmatized—the EduCare project has paved a concrete path toward inclusion. Launched in February 2022 and concluded in May 2025, the program—promoted by CELIM Zambia in partnership with the Pope John XXIII Community and the Africa Call Organization—has reached over 500 children and young people with disabilities in the cities of Ndola and Lusaka. Co-funded by the European Union, the project integrated education, health, and social inclusion, proving to be a replicable model for the entire sub-Saharan African region.

A Multidimensional Intervention
EduCare was based on four pillars: access to special and inclusive education, recreational activities, integration into the labor market, and treatment for underdiagnosed conditions such as epilepsy and autism. This integrated approach promoted structural change in the target areas, thanks to staff training, community awareness campaigns, and investments in infrastructure. Over three years, the number of students with disabilities enrolled in the ten target schools increased from 207 to 507. Key results include: 449 teachers trained, 827 caregivers engaged, 672 students involved in inclusive recreational activities, and 150 children assisted with epilepsy or autism.

Educational and Recreational Inclusion: A School for All
The project’s most visible impact was in schools. Facilities were upgraded with ramps, accessible bathrooms, special classrooms, and sports facilities. During EduCare, inclusive recreational activities were promoted for children and young people with disabilities (CWDs and YWDs), aimed at fostering integration and psychosocial well-being. At the Holy Family center in Ndola and the Shalom center in Lusaka, participants had access to well-equipped spaces where they could practice sports like basketball, soccer, netball, and judo, as well as artistic activities such as music, theater, acrobatics, and visual arts. Sessions were led by professional trainers and artists, including some of national standing, ensuring quality and engagement. Participation increased significantly over the course of the project, also involving students without disabilities. Observed benefits include improved self-confidence, autonomy, social skills, and active participation in school life. These experiences contributed to building a more inclusive, cohesive, and diversity-respecting environment.

From School to Work: Young People with Disabilities and Their Future
Inclusion also extended to the economic sphere. A total of 507 young people with disabilities were trained in agriculture, catering, and sales, surpassing the initial target of 376. Thanks to job coaches and business support, more than 100 companies were involved in placing beneficiaries. James, 24, found a job as a waiter in Ndola. “Now I can support myself and help my family. This project has given me dignity”, he shared.

Epilepsy and Autism: From Silence to Diagnosis
In Zambia, these conditions are still surrounded by stigma and superstitious beliefs. EduCare tackled the issue head-on: in collaboration with Mary Begg and Cicetekelo health centers, 150 children with autism spectrum disorders, ADHD, or epilepsy were diagnosed and treated. The role of “health ambassadors”—volunteers trained to identify cases and guide patients to medical care—was crucial. Additionally, 27 healthcare professionals received training from an international team of doctors on diagnosing and treating these conditions, compared to just one expert doctor present at the start of the project.

A Sustainable Legacy
Although an extension of the project is hoped for, the skills transferred, educational materials developed, and infrastructure built will ensure the continuity of the initiatives. Schools now have committees for inclusive education, and parents are more aware of their children’s right to education.

Conclusion
The EduCare project has shown that inclusion is not just a right, but a tangible opportunity for growth for the entire community. It has reduced stigma, fostered empowerment, and strengthened national and international policies on the issue. The message from Ndola and Lusaka is clear: when adequately supported, children and young people with disabilities can not only learn and work, but also transform the societies in which they live.

PROJECT FUNDERS
European Union