236.One of the measures introduced to attain this goal has been the introduction of free primary education. This has led to a substantial increase in access to education by children from all social layers, free from discrimination based on gender. Quality has been ensured by the timely and adequate provision of text books and other learning materials, the development of an integrated teacher training and capacity-building program, and the hiring of more teachers, especially female teachers with a psycho-pedagogical background. 237.The introduction of bilingual education has been another source of innovation in the education sector. Introduced in 24 schools on an experimental basis in 2003 and 2004, the bilingual education system includes the use of local languages in school curricula. From 2003/2004 to 2010, under pressure from various communities, the Provincial Directorates of Education and Culture authorized the establishment of new schools, thereby increasing to 244 the number of schools providing this type of education. The National Institute for Education Development (INED), in coordination with the National Directorate for General Education (DINEG), has provided methodological training in bilingual education to teachers as a means of ensuring that bilingual classes operate effectively. In addition to training, DINEG and INDE supervised and provided assistance to bilingual education teachers. 238.The schools which introduced bilingual education by 2010 are all part of a pilot project. The gradual expansion of the project began during the 2011 school year with the establishment of 113 (one hundred and thirteen) schools in every province of the country. Conditions have been put in place for the introduction of bilingual education in these schools, including trained teachers and free text books for primary school pupils. 239.As part of the initiative to provide equal access to the education subsystem, the Ministry of Education has ensured the integration of disabled children, youths and adults into special schools and training institutions. 240.A total of 560 students, including 212 women, have been enrolled at 6 special schools in the city of Maputo and in the provinces of Sofala and Zambézia. These schools have achieved a 45% – 65% pass rate, providing a varied, but individualized education, employing teachers who aim at an all-inclusive approach to learning. 241.The Ministry of Education has developed an all-inclusive policy for children and youths requiring special education at all levels:   Preliminary figures for primary education show that about 24,200 children requiring special education have been enrolled at all-inclusive regular schools in every province of the country; High Schools – A total of 211 pupils, including 33 with visual impairments of whom 5 are women have been enrolled in Sofala Province. A pass rate of 73% has been recorded. A total of 178 students with hearing impairments, Combined Report from the Republic of Mozambique to the ACHPR, 1999-2010 42