Access and Inclusion in Sub Saharan Africa

Richard RieserDisability Equality

richardrieser@worldofinclusion.com

Inequalities in access to education.• UNESCO[2006] identifies only 3% of disabled children

as completing primary education in the South majority world; only 1% disabled girl children.

• Millennium Development Goal of Universal Primary Education by 2015 will not be reached unless disabled children are included.

• Of 77-113 million children not in school as many as 40% are likely to be disabled more in the areas which are reaching a higher percentage attendance.

• Fewer than 10% disabled children in Africa attend school.

“If we are to meet the 2015 goal, it is now time for Governments to work together to actively target the millions of marginalised disabled children currently missing out on a free quality education.

Moreover, from now on, the new paradigm of inclusive education must mark the institution of education, understanding that the traditional education system, as it was conceived and designed is not only opposed to diversity, but it works against the rights and interests of populations historically excluded.”

Vernor Munoz UN Special Rapporteur on the Right to Education, Foreword Education’s Missing Millions 2007

Developing Inclusive Education: A Commonwealth PerspectiveA guide to Implementing Article 24 of the UN Convention on the Rights of People with Disabilities

Thinking/Model Characteristics Form of Education

Traditional A shame on family -based on guilt, ignorance.

Excluded from education altogether.

Medical 1 What we cannot do. Attempt to normalize or if we do not fit the norm we are kept separate.

SegregationInstitutions, hospitals,special schools (with ‘expert’ special educators).

Medical 2 Supported by minor adjustments to function normally and to minimize our impairment.

Continuum of provision based on severity and type of impairment.

Integration in mainstream:-a)At same location-in separate class/units.b)Socially in some activities e.g. meals, assembly or art.c)In the class with support, but teaching & learning not adapted.The form of education received is based on what we cannot do.

Types of thinking about Disabled People in Education.

Thinking/Model Characteristics Form of Education

Social Model Barriers Identified-solutions found to minimize them.

Barriers of attitude, environment and organization are seen as disabling and are removed to maximize potential of all.

All are welcomed and relations are intentionally built.

Everyone achieves their potential with a person centred approach.

Inclusive education- Schools where all are welcomed.Staff, parents and pupils value diversity. Support is provided so all can succeed academically and socially. Teaching,learning and assessment are reorganised.

Peer support is encouraged.

Focus on what we can do.

Types of thinking about Disabled People in Education 2

1. Segregated education is based on viewing the problem in the child

Special’ education ‘Normal’ education

Special child Normal childSquare pegs for square holes Round pegs for round holesSpecial teachers Normal teachersSpecial schools Normal schools

Integrated education

Change the child to fit the system . System stays the sameChild must adapt or fail Make the square peg round

Inclusive Education

• Children are different• All children can learn• Different abilities, ethnic groups, size, age, background, gender• Change the system to fit the child

Article 24 UN Convention on Rights of People with Disabilities

• “All disabled children and young people can fully participate in the state education system and that this should be an ‘inclusive education system at all levels” [para 1]

• “The development by persons with disabilities of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential”[para.2 ]

• “This right is to be delivered within an inclusive primary and secondary education system, from which disabled people should not be excluded.” [para.2 ]

• Persons with disabilities receive the support required, within the general education system, to facilitate their effective education; 2d

• Effective individualized support measures are provided in environments that maximize academic and social development, consistent with the goal of full inclusion.2e

Analysis of Fast :Track Initiative of EFA on including disabled children

Disability Responsive is:• Reflect international commitments;• Identify nos. disabled children and assess their

needs;• Have strategies on key aspects of provision;• Develop capacity through scaling up and training;• Importance parental &community involvement;• Include appropriate and sufficient funding;• Address monitoring and evaluation

Strong Plans Some mention No mention

Ethiopia Bukino Faso Cameroon

Ghana Gambia Mauritania

Kenya Guinea

Lesotho Madagascar

Mozambique Mali

Niger

Rwanda

Senegal

Analysis of Fast :Track Initiative of EFA on including disabled childrenEducation’s Missing Millions 2007 World Vision

Example Kenya• Enrol more disabled students and widen range of

impairments• 10% enrolment target SEN by 2010• 18,000 primary schools modified• 1,100 given equipment• 110 special schools equipped with flexible

curriculum• 25,000 teacher and 456 officials trained• Awareness campaigns• Targeted funding inclusive schools• Specific budgets-training, surveys awareness etc

Ethiopia 2007• Not address disability early on• New SNE policy focus on:-• Teacher training-lack of knowledge• Development of support centres• Federal guidance addressing non-participation• 6,000 disabled children out of 15million access to

primary education mainly in 20 special schools and 130 regular schools

• Disabled students said few adjustments, but included socially.

• Parental involvement very limited

Some NON FTI African Countries• South Africa White Paper No 6, but apart from

several hundred pilot schools it is not being rolled out. 300,000 remain out of school.

• Uganda Since 1992 have had programmes. Support through a cluster scheme. More disabled children attending. Teacher report lack of capacity. Special schools becoming resource centres.

• Tanzania committed to 20% enrolment disabled children by 2010

• Zambia 1996 with donor support an inclusive education programme in several provinces.

What needs to be done !• Pressure on Governments and International Donors Inclusion• Focus on good practice often in NGO projects share(DVD) and

scale up• Much greater emphasis on early identification CBR and local

health workers. Increase Early Years provision.• Training to develop paradigm shift for administrators, teachers

and families• Transform and build accessible school buildings• Make inclusive education mandatory in all teacher training• In-service training for all teachers• Involve Disabled Peoples Organisations. Empower disabled

children• Develop inclusion experts in each district to support

mainstream schools• Develop and make equipment in Africa.• Run disability equality awareness in media.