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[Webinar] Scaling Innovative Approaches to Early Childhood Education: Evidence and Experience

Date: 6 March 2025.

Time: 3 p.m. (Amsterdam time).

Location: online, Zoom.

Through a new webinar series, ECDAN, GPE, IDRC and the LEGO Foundation will convene key stakeholders involved in research on key challenges facing education systems across the Global South to share their findings and the global goods that have been developed.

The first webinar will offer an overview of GPE KIX synthesis report summarising the findings of the eight completed ECE research projects, and will highlight evidence-based approaches in the following thematic areas:

  • Play-based pedagogy and school readiness;
  • Teacher training and professional development.

Read more information and register.

Threats to inclusive education in DRC [English and French version]

From: NGO Renaissance Africaine, RENAFKIVU, Bukavu Office, South Kivu, DRC

Our organisation is committed to supporting the development of inclusive education, in particular by supporting the educational inclusion of learners with disabilities. We want to see the education system reformed, with accessible learning environments, flexible systems, and well-trained and inclusive teachers. Yet, our efforts and those of all other education actors are thwarted by a conflict that is not receiving enough attention on a global scale.

The International Rescue Committee estimates that more than 7 million people have been displaced in the Democratic Republic of the Congo (DRC). This figure includes 2.8 million displaced people from North Kivu (where the recent fighting has been concentrated).

Displaced families have been forced to move to Goma and South Kivu, where host communities are already struggling to sustain themselves.

For years, the education system in North and South Kivu has been disrupted by the ongoing armed conflict. The conflict has destroyed school and community infrastructure, limited the safety of movement, interrupted health and other social services, and deepened poverty.

Of course, the current climate crisis (droughts and floods) is further compounding the impact of the conflict.

In addition to the general increase in child labour, forced recruitment into armed groups is widespread, affecting many children and young people who should be attending school. There are also disturbing levels of sexual violence against adults and children, and traumatized survivors receive almost no psychosocial support.

Maintaining and building an education system for all under these conditions is almost impossible. Humanity and Inclusion recently reported that its warehouse in Goma, where it stored equipment and provisions for its NGO partners working in the field of disability, was looted.

The recent influx of displaced communities in South Kivu makes access to education for all more difficult than ever. In some communities, more than 50 per cent of students are from displaced families. Many children, both disabled and non-disabled, are out of school, and there is no comprehensive way to identify them, let alone provide them with appropriate educational support.

The state and the international community are simply not doing enough to solve the education crisis in the DRC.

Recently, schools have been seriously affected, including the Munanira Primary School in Kalehe, South Kiva, which was bombed on 12 February 2025 (see photo).

School building with one end derelict and the roof fallen in. A chid with a backpack walks in front.

Munanira Primary School, bombed on 12 February 2025

507 schools are closed in Kalehe territory in South Kivu, including 6 kindergartens, 325 primary schools and 176 secondary schools, affecting a total of 35,700 students aged between 5 and 16 years old.

Too little attention is paid to the communities affected by this conflict. Not enough is being done to ensure respect for international humanitarian law. The human rights of people with disabilities are almost forgotten. We need a lasting peace.

We call on all EENET readers around the world to speak out about the situation in the DRC and to help us defend our learners with and without disabilities, their teachers, families and communities.

To learn more about Renaissance Africaine, RENAFKIVU, email: renafsudkivu@gmail.com

Menaces sur l’éducation inclusive en RDC

ONG Renaissance Africaine RENAF, Bukavu, Sud-Kivu

Notre organisation s’engage à soutenir le développement de l’éducation inclusive, en particulier en soutenant l’inclusion scolaire des apprenants handicapés. Nous souhaitons voir le système éducatif réformé, avec des environnements d’apprentissage accessibles, des systèmes flexibles et des enseignants bien formés et inclusifs. Pourtant, nos efforts et ceux de tous les autres acteurs de l’éducation sont contrariés par un conflit qui ne reçoit pas suffisamment d’attention à l’échelle mondiale.

Le Comité international de secours estime que plus de 7 millions de personnes ont été déplacées en RDC. Ce chiffre comprend  2,8 millions de personnes déplacées du Nord-Kivu (où se sont concentrés les récents combats).

Les familles déplacées ont été contraintes de se déplacer vers Goma et le Sud-Kivu, où les communautés d’accueil ont déjà du mal à subvenir à leurs besoins.

Depuis des années, le système éducatif du Nord et du Sud-Kivu est perturbé par le conflit armé qui perdure. Ce conflit a détruit les infrastructures scolaires et communautaires, limité la sécurité des déplacements, interrompu les services de santé et autres services sociaux et aggravé la pauvreté.

Bien entendu, la crise climatique actuelle (sécheresses et inondations) aggrave encore l’impact du conflit.

Outre l’augmentation générale du travail des enfants, le recrutement forcé dans les groupes armés est monnaie courante, touchant de nombreux enfants et jeunes qui devraient être scolarisés. On observe également des niveaux inquiétants de violences sexuelles contre les adultes et les enfants, et les survivants traumatisés ne bénéficient quasiment d’aucun soutien psychosocial.

Maintenir et construire un système éducatif pour tous dans ces conditions est presque impossible. Humanité et Inclusion a récemment signalé que son entrepôt à Goma, où elle stockait du matériel et des provisions pour ses ONG partenaires œuvrant dans le domaine du handicap, a été pillé.

L’afflux récent de communautés déplacées au Sud-Kivu rend l’accès à l’éducation pour tous plus difficile que jamais. Dans certaines communautés, plus de 50 % des élèves sont issus de familles déplacées. De nombreux enfants, handicapés ou non, ne sont pas scolarisés et il n’existe aucun moyen global de les identifier, et encore moins de leur fournir un soutien éducatif approprié.

L’État et la communauté internationale ne font tout simplement pas assez pour résoudre la crise de l’éducation en RDC.

Récemment, les établissements scolaires ont été gravement touchés dont l’Ecole Primaire Munanira à Kalehe  bombardée ( voir sa photo en annexe) au Sud Kivu 12 février 2025.

School building with one end derelict and the roof fallen in. A chid with a backpack walks in front.L’Ecole Primaire Munanira bombardée le 12 février 2025

507 écoles sont fermées en territoire de KALEHE au Sud Kivu dont 6 écoles maternelles, 325 écoles primaires et 176 écoles secondaires ayant au total 35700 élèves dont l’âge varie entre 5 à 16 ans.

On accorde trop peu d’attention aux communautés touchées par ce conflit. On ne fait pas assez pour garantir le respect du droit international humanitaire. Les droits humains des personnes handicapées sont presque oubliés. Nous avons besoin d’une paix durable.

Nous appelons tous les lecteurs d’EENET dans le monde à s’exprimer sur la situation en RDC et à nous aider à défendre nos apprenants avec et sans leurs capacités, leurs enseignants, leurs familles et leurs communautés.

Pour en savoir plus sur Renaissance Africaine RENAF, envoyez un courriel à : renafsudkivu@gmail.com

 

Let’s make Official Development Assistance to disability-inclusive education count

Nafisa Baboo (former CBM Global Advisor for Inclusive Education) and Ingrid Lewis (Enabling Education Network Director) summarise CBM’s investigation into the state of Official Development Assistance relating to disability-inclusive education. May the findings ignite a sense of urgency and inspire you to use your voice to demand more and better use of ODA to ensure the right to inclusive education.

Read the full report.

Text: Policy Brief: Let’s make Official Development Assistance to disability-inclusive education count. Images: CBM logo. Photo of girls smiling, using sign language. Two girls wear glasses.

Introduction

Funding is being squeezed across all continents and sectors, so it is no surprise that funding for education is declining. Millions of children, including 240 million with disabilities, are denied the opportunity to benefit from education. Without tangible, focused investment, we cannot reduce this number or deal with the additional challenges to education caused by climate crises, conflict and the digital divide. Investment in disability-inclusive education falls far short of the level needed to achieve United Nations Sustainable Development Goal 4 (SDG 4), meet the needs of the 15% of learners who have disabilities, or support systemic reforms such as improving teacher training.

Existing and new education funding actors need to commit to a process that accelerates rather than stifles positive change. It is important that we understand the role Official Development Assistance (ODA) plays or could play in this process. As we approach the third Global Disability Summit, we are counting on tangible commitments from world leaders to make inclusive education a reality for girls and boys with disabilities.

The disability policy marker

In 2018, the Organisation for Economic Cooperation and Development’s Development Assistance Committee (OECD-DAC) introduced the ‘disability policy marker’ within its publicly available Creditor Reporting System (CRS). This non-compulsory marker monitors the extent to which ODA aims to be inclusive of persons with disabilities. DAC members can track their projects on a scale from 0 to 2:

  • 0 (‘not targeted’) means there is no disability inclusion focus;
  • 1 (‘significant’) means inclusion and empowerment of persons with disabilities are significant but not principal objectives in the project or programme;
  • 2 (‘principal’) means that inclusion and empowerment of persons with disabilities are the principal objectives and integral to the design and expected results.

Which donors were assessed?

The investigation first listed the top 20 bilateral donors and then removed those not using the disability marker for at least 50% of their projects. This removed Belgium, France, Germany, Hungary, the Netherlands, Poland and the USA. That means the top three bilateral donors (2021–2022) – Germany, the USA and France – were automatically excluded from the analysis, revealing that a significant share of education ODA is not marked at all regarding disability inclusivity.

The investigation focused on the remaining donors, Austria, Australia, Canada, Denmark, Finland, Italy, Japan, Korea, Norway, Spain, Sweden, Switzerland, and the United Kingdom, plus EU institutions as the only multilateral currently using the disability inclusion marker.

Findings

CBM’s investigation used evidence from the disability policy marker to see whether and how ODA is helping or hindering progress towards inclusive, quality education. Data was drawn from 2019 (the first full year of data) and 2022 (the latest full year available).

  1. Disability-inclusive education remains underfunded by donors

In 2022, DAC members disbursed almost $11.5 billion in aid. The data revealed that only 14% of this aid (just under $1bn) aimed to be disability inclusive and less than 1% was marked with disability inclusion as a principal objective. A third of aid had no disability inclusion objectives. More than half of education ODA did not have the voluntary disability policy marker applied.

Between 2019 and 2022, there was no change in the percentage of education ODA marked with a principal disability objective and only a small increase in the aid marked as having a significant disability objective (from 13.2% to 14.5%).

  1. Donor performance varies greatly

Donors varied in the share of their ODA that had disability inclusion objectives (e.g., Sweden 66%, Canada just over 50%, EU 38% and Norway just under 30%). The picture changes significantly when looking at the volume of aid. Here, the EU disbursed by far the largest volume of education ODA with disability-inclusive objectives (almost $400m).

  1. Donors using the marker are getting better over time

Among DAC donors who currently use the marker, their use has noticeably increased since 2019. Denmark and Canada, for instance, went from not using the marker at all in 2019 to using the marker on 100% and 92%, respectively, of their education aid in 2022. At the time of CBM’s study, Germany had not submitted data, but it is now applying the marker. Disability marker users also showed increases in their share of disability-inclusive education ODA in this period, except for the UK.

  1. Key issues in education need more attention

Early childhood education (ECE): This remains vastly underfunded and falls behind in disability inclusivity. From the aid disbursed to ECE in 2022, only $1.8 million scored 2, and only $12.3 million scored 1 on the disability marker. This represents just 0.1% of all allocable aid disbursed to education in 2022, and around 1.5% of all aid to education which aimed to support the inclusion of persons with disabilities.

Organisations of persons with disabilities (OPDs): Supporting OPDs enables persons with disabilities to engage in the development of inclusive policy and practice. However, word searches of the disability marker data revealed that only Ireland, and to a lesser extent Italy and Japan, supported projects with a principal objective of helping the inclusion or empowerment of disabled persons through core support to NGOs, although not necessarily DPOs.

‘Do no harm’: The principle of ‘do no harm’ is only a recommended programme principle in the OECD-DAC handbook on the disability inclusion policy marker, meaning it is not an explicit requirement in the marker. This leaves the door open for exclusionary or discriminatory practices such as special schools or segregated education to go undetected whilst gaining a score of 1 or 2 in the marker.

Systemic change: No DAC aid disbursed in 2022 supported the principle aim of inclusion for sector budget support. Only the EU had any projects in this category. Sector budget support helps a recipient government with sector-wide change to the public education system – something they urgently need to do to ensure education becomes disability inclusive. It is worrying that so little donor support focuses on an area that might enhance systemic change.

Recommendations

  1. Reach: Expand the use of the disability marker across all donors, including multilateral donors.

  • All bilateral donors need to start using the marker. Those currently not using it should set a timetable for its introduction into their systems.
  • Multilateral donors other than the EU need to start using the marker. UNICEF, with its own marker already in place, should show leadership in this area.
  • Donors already using the marker should work towards 100% of their ODA being marked.

  1. Quality: Improve the quality of the marker

  • The disability policy marker should move from voluntary to mandatory in the next two years.
  • The introduction of a negative mark should be considered to enable the marker to capture evidence of education projects that do not uphold the ‘do no harm’ principle (e.g., projects that increase exclusion or segregation and arguably ‘do harm’).
  • DAC should introduce a purpose code in the marker relating to support to OPDs, bringing more focus to participation and leadership by persons with disabilities.

  1. Purpose: Increasingly use the marker to promote inclusive education

ODA needs to embrace the twin-track approach, supporting both disability-specific and system-wide actions towards inclusion. Increasing the share of funding allocated to education projects that score significantly or principally on the disability marker is a vital step in achieving this. Projects where disability inclusion is principal will help redress historic and pervasive exclusion in areas such as bilingual education and literacy for Deaf and hard-of-hearing students, capacity development of specialist teachers, the empowerment of youth with disabilities and OPDs, and research.

  • All donors should set the target of 50% of their education ODA receiving a positive disability marker score.

Final thoughts

The futures of millions of children with disabilities depend on us taking action now to invest in disability-inclusive education. ODA plays a vital role in building this future in which no one is left behind, which is why we need a concerted effort to improve and increase education funding. We need consistent investment, with clear, ambitious and rigorously measured disability inclusion targets. We need all governments and all donors to get on board, embrace the use of the disability policy marker, and support its constant development and improvement. We need education ODA to really mean something for children with disabilities in low- and middle-income countries.

Read the full report.

[Blog] School Meals Provide Food for Thought – and Fuel for Development

“Instead of fretting over the lack of progress toward the Sustainable Development Goals, we should focus on enacting practical policies that can make a difference. School-nutrition programs in the poorest countries would reduce levels of hunger and poverty, keep more children in the classroom, and lead to better learning outcomes.” argue G Brown and K Watkins.

“Poverty and hunger have devastating effects on educational outcomes and social mobility. Some 84 million children are at risk of being out of education by the 2030 deadline, undermining progress toward universal education. … Programs in India, Brazil, and many other countries have shown that providing a meal in school improves nutrition, allows children to learn free from the debilitating effects of hunger, and is the most cost-effective way to reduce child poverty.”

Read the blog.

[Article] eKitabu parents awareness workshop: Bridging the gap for deaf learners

For families of deaf children, a lifelong learning journey has its many challenges. Parents struggle to communicate with their children amidst feelings of isolation, frustration, and misunderstanding in and outside the home. eKitabu’s GPE KIX research, Scaling Inclusive Early Learning with Deaf Learners, has a deliberately experimental component of family dynamics.

With Royal Dutch Kentalis, which has been doing work in deaf education for 235 years, eKitabu designed and held two weeks of workshops in Nairobi that involved deaf teachers, parents of deaf children, and colleagues from Rwanda and Malawi to open ways into working together.

Read the article.

Read more about the project.

[Blog/report] Missing futures: How the systematic undermining of children’s rights in Gaza impacts their ability to learn now and, in the future

This Save the Children blog from November 2024 introduces the Save the Children Report “Missing Futures”.

“The ongoing conflict in Gaza, occupied Palestinian territory, has inflicted unprecedented and potentially irreversible harm on Palestinian children, with consequences that threaten not only their individual futures but the very fabric of Palestinian society for generations to come. To safeguard these children’s futures and prevent further irreparable damage, urgent and comprehensive action from the international community is needed.”

Read the blog and download the report.

[Report] Conference on Scholasticide in Gaza: A Call to Action for the International Education Community – summary report

UKFIET has published an article about the November 2024 conference with a summary report. The event brought together Palestinian academics, UK-based educators, and experts to discuss the devastating impact of the ongoing genocide on Gaza’s education system. The conference aimed to explore the destruction of Gaza’s universities and schools and to propose actionable solutions to support recovery efforts. The conference also highlighted the historical context of the destruction of Palestinian education and focused, in its second part, on the broader crisis in Gaza’s schools, with a discussion on the international community’s role in addressing the crisis.

Read the article and summary report.

[Blog] Tackling the toughest barrier for girls: Social norms

There are a number of well-known factors that work to constrain a girl’s ability to meaningfully attend, participate in and complete school. Although the occurrence and degree of these factors varies by context, they are all underpinned by one thing: social norms. Given the spectrum of norm acceptance amongst individuals, a nuanced and holistic approach is needed.

This blog published by “Level the Field” examines some of the issues with tackling norms and shifting thinking and action. It also suggests a potential pathway for change:

“In a systematic review of interventions designed to shift behaviour, Stewart et al., (2021) found that there is a problematic and implicit theory of change around shifting participants’ attitudes by increasing their knowledge and awareness of gender norms, and the assumption that this will then lead to behaviour change. Although knowledge and awareness are important, given the structures that entrench norms, the spectrum of acceptance amongst individuals, and the powerful reward and sanctioning mechanisms that abound, a more nuanced approach to behaviour change is required.”

Read the blog.

[Blog] Scalability of educational innovations in West Africa: The role of civil society organisations

This UKFIET blog identifies strong capabilities among communities towards developing and sustaining their own educational provision. Local NGOs have been innovating for years on educational provision that can serve children in under-resourced areas. Accelerated education has been one of such innovations which has proven to be effective at enhancing foundational skills in literacy and numeracy.

Evidence shows that it supports transitions into primary and junior secondary schools and that once in formal school, the progress for the majority of children who experienced accelerated learning is similar to that of children who have been attending government schools.

In this blog, the authors provide some of the key findings that have emerged from their research on Accelerated Education Programmes (AEPs) in Ghana, Nigeria, and Sierra Leone, supported by GPE/KIX/IDRC over the last 5 years.

Read the blog.

[Blog] The landscape of refugee education research: Complicit scholarship in violence, oppression and imperialism

This INEE blog summarises insights from the research programme ‘Decolonising Knowledge Systems’.

Specifically, it focuses on the field of education of forced migrants and the rise and quick growth of the field over the past 20 years. It looks to uncover patterns in knowledge production, examining the role of colonial legacies and how they manifest in the type of knowledge produced — and how the knowledge is produced.

This blog presents the main features of the knowledge produced in the field of forced displacement, namely: the depoliticisation, the influence of Western humanitarianism, and unequal voices between the Global North and the Global South.

Read the blog.