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Bridging the Gap: Examining disability and development in four African countries. The case for equitable education

GROCE, Nora
et al
June 2018

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Over the course of a three-year project the Leonard Cheshire Research Centre worked with research teams in four countries: Kenya, Sierra Leone, Uganda and Zambia to better understand the relationship between disability and development in each country across four domains: education, health, labour markets and social protection. This mixed methods research used a range of interrelated components, including policy and secondary data analysis, a household survey of 4,839 households (13,597 adults and 10,756 children), 55 focus group discussions and 112 key informant interviews across the four countries. 

 

This report explores key findings in relation to education. Key findings discussed include school attendance, cost of education, inability to learn and gap in educational attainment.

Technical report 2 : capacity building for disability inclusive disaster risk reduction in Indonesia

CENTRE FOR DISABILITY RESEARCH AND POLICY, University of Sydney
ARBEITER-SAMARITER-BUND INDONESIA
June 2015

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This is the second Technical Report in a three part series, 'Promoting the Inclusion of People with Disabilities in Disaster Management in Indonesia'. This Technical Report details the Capacity Building component of the Promoting the Inclusion of People with Disabilities in Disaster Management in Indonesia project. This project was funded by the Australian Government Department of Foreign Affairs and Trade Australian Development and Research Awards Scheme 2013-2015. This award scheme promotes research and development programs through collaboration between researchers in Australia and elsewhere and INGOs and NGOs in country

 

Relevant to capacity building, two aims of the Promoting the Inclusion of People with Disabilities in Disaster Management in Indonesia project were:

1. To increase the understanding of people with disabilities of Disaster Risk Reduction and their capacity to engage with Disaster Risk Reduction policy; and,

2. To understand and subsequently inform the knowledge base of village volunteers (Kaders subsequently referred to as cadres) and DRR administrators about DiDRR at local and national levels in Indonesia

Supplement to technical report 2 : capacity building for disability inclusive disaster risk reduction in Indonesia : practitioner guidelines for capacity building for disability inclusive disaster risk reduction in Indonesia

CENTRE FOR DISABILITY RESEARCH AND POLICY, University of Sydney
ARBEITER-SAMARITER-BUND INDONESIA
June 2015

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This report is a supplement to the Technical Report 'Capacity Building for Disability Inclusive Disaster Risk Reduction in Indonesia'. Disability Inclusive Disaster Risk Reduction (DiDRR) is increasingly recognised as an important component of community resilience in the event of a natural disaster as documented in the recent outcome of the 3rd World Conference, the Sendai Framework for Disaster Risk Reduction 2015-2030. Central to DiDDR is people with disabilities themselves and their capacities to participate in, and contribute to disaster risk reduction policies, practices and programs

 

The Practitioner Guidelines provide orientation to the Work Packages undertaken to build the capacity of people with disabilities in disaster risk reduction in Indonesia as part of the Australian Government Department of Foreign Affairs and Trade Australian Development and Research Awards Scheme funded project, 2013-2015, Promoting the Inclusion of People with Disabilities in Disaster Management in Indonesia. These Work Packages formed one component of the project with knowledge transfer and capacity building supplemented by other methods within the project, including coaching and sponsoring participation of select trainees at key post-2015 DRR policy events

Strengthening programme and policy implementation to meet the needs of young disabled people in East Africa

UTTING, Kirsten
November 2011

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This report outlines key learning and discussion points from a disability workshop held in Tanzania involving ICT's East African partners from Uganda, Tanzania and Kenya, and a variety of DPOs representing different impairments. The aim of the workshop was to improve understanding and knowledge of participants on issues of disability and exclusion. There was a particular focus on learning practical strategies and tools which would be put into practice to make programmes more inclusive and accessible. This report is useful for practitioners working with young people with disability and includes presentations from a Disabled Peoples’ Organisations and Advocacy Plans.
International Childcare Trust Workshop
Arusha, Tanzania
7-10 November, 2011
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Review of the present situation in special needs education

HEGARTY, Seamus
1995

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An overall comparison between the two situations - 1986 and 1993 - reported here and in the previous report allow for some guarded optimism. Most countries provided some information on policies but varied greatly in the amount of detail offered. Special educational provision is more firmly located within regular education, at school and the administrative levels, than before and has greater legislative underpinning. Within the policy statements, themselves, the most common strands related to : developing the individual's potential, integration and necessary steps for implementation. Regarding legislation, most countries did include special needs provision in the same regulatory framework as general education; the most common reason given for excluding particular children was severity of disability. Much remains to be done and there is no room for complacency. Many countries face fiscal and personnel constraints, and maintaining let alone increasing existing investment in special educational provision will not be easy. A word of caution : even where resources are not the central issue, the pressures created by the general school reforms taking place in many countries may reduce the priority given to speical educational provision. However, progress has been made, despite the many difficulties.

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