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Education for Every Ability. A review and roadmap of disability-inclusive education in East Asia and Pacific

UNICEF EAST ASIA AND PACIFIC
July 2020

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Rapid advances in education provision over the past few decades in East Asia and Pacific has led to considerable progress in integrating out-of-school children and adolescents in basic education. However, children with disabilities continue to face many barriers to accessing and completing quality primary education. While countries increasingly recognize the importance of making education systems more disability inclusive, many challenges remain to realising inclusive education for every child

 

The Education Section of UNICEF East Asia and Pacific Regional Office (EAPRO) commissioned a review of the progress of countries and UNICEF programmes in the region in advancing inclusive education for children, as part of its continued commitment to enabling equitable access to and participation of all learners in high quality and inclusive education. The mapping has a particular focus on programmes targeted for children with disabilities of pre-primary and primary school age, implemented from 2015 to 2019. 

 

This Report analyzes successes, innovative approaches, challenges, gaps and priorities for action in the region and proposes a roadmap for advancing Inclusive Education in the region

 

Zero Project Report 2020: Inclusive education. 75 Innovative Practices and 11 Innovative Policies from 54 countries

BUTCHER, Thomas
et al
January 2020

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There are several sections in this report:

  • Executive summary
  • Impact of the Zero Project: Survey results
  • Innovative policies and practices: Factsheets and life stories
  • The Zero Project Impact Transfer accelerator programme
  • An analysis of ICT supporting innovations in inclusive education
  • SDGs, Data and inclusive education
  • Summary of report in Easy Read. 

Themes were:

  • Early childhood and preschool
  • Formal education (primary and secondary education)
  • Universities (tertiary education)
  • Vocational education and training
  • Non-formal education
  • ICT-driven solutions related to education/digital skills

Learning From Experience: Guidelines for locally sourced and cost-effective strategies for hygiene at home for people with high support needs.

World Vision/CBM Australia
May 2018

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This learning resource is the result of a partnership between World Vision Australia and CBM Australia that aims to improve inclusion of people with disabilities in World Vision’s Water, Hygiene and Sanitation (WASH) initiatives, including in Sri Lanka. The guidelines are based on experiences and observations from World Vision’s implementation of the Rural Integrated WASH 3 (RIWASH 3) project in Jaffna District, Northern Province, funded by the Australian Government’s Civil Society WASH Fund 2. The four year project commenced in 2014. It aimed to improve the ability of WASH actors to sustain services, increase adoption of improved hygiene practices, and increase equitable use of water and sanitation facilities of target communities within 11 Grama Niladari Divisions (GNDs) in Jaffna District.

To support disability inclusion within the project, World Vision partnered with CBM Australia. CBM Australia has focused on building capacities of partners for disability
inclusion, fostering connections with local Disabled People’s Organisations, and providing technical guidance on disability inclusion within planned activities. World Vision also partnered with the Northern Province Consortium of the Organizations for the Differently Abled (NPCODA) for disability assessment, technical support and capacity building on inclusion of people with disabilities in the project.

HYGIENE AT HOME FOR PEOPLE WITH HIGH SUPPORT NEEDS
This document is one of two developed in the Jaffna District and describes strategies that used to assist households and individuals in hygiene tasks at home. The strategies were designed to be low cost and were developed using locally available materials and skills in the Jaffna District of Sri Lanka.

NOTE: The development of this learning resource was funded by the Australian Government's Civil Society WASH Fund 2.

Human Rights

www.macao-tz.org
December 2014

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Malezi AIDS Care Awareness Organization (MACAO) is a non-profit organization reaching out to neglected Indigenous people in Ngorongoro District, Arusha Region of Northern Tanzania.  Macao founded in 2003, Macao is a humanitarian organization that provides assistance to approximately 200,000 Indigenous Maasai community in Ngorongoro district for addressing needs of water and sanitation, food security, health Care Research, Education, Research environment, Maasai Traditional Research, Human Rights and sustainable economic development by strengthening their livelihoods.  In addition to responding to major relief situations, MACAO focuses on long-term community development through over 4 Area Development Project. We welcome the donors and volunteers to join us in this programs, we are wolking in ruro villages.

Child-centred disaster risk reduction : building resilience through participation : lessons from Plan International

PLAN INTERNATIONAL
2010

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This report “presents the results and recommendations of a five-year programme and…includes a series of case studies illustrating how child-centred Disaster Risk Reduction (DRR) supports the delivery of the Hyogo Framework’s Priorities for Action, as well as the realisation of children’s rights to education, health and participation within disaster risk contexts…Child-centred Disaster Risk Reduction is an innovative approach to Disaster Risk Reduction (DRR) that fosters the agency of children and youth, in groups and as individuals, to work towards making their lives safer and their communities more resilient to disasters”

Community action and the test of time : learning from community experiences and perceptions|Case studies of mobilization and capacity building to benefit vulnerable children in Malawi and Zambia

DONAHUE, Jill
MWEWA, Louis
December 2006

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This case study review seeks to identify lessons learned from community experiences and perceptions of community mobilisations initiatives in Malawi and Zambia, particularly the sense of ownership generated and where that has been able to sustain activities to benefit especially vulnerable children. It would be of interest policy makers and programme designers

Conducting a participatory situation analysis of orphans and vulnerable children affected by HIV/AIDS : guidelines and tools | A framework and resource guide

FAMILY HEALTH INTERNATIONAL (FHI)
April 2005

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This framework and resource guide is intended to help people involved in programs assisting orphans and vulnerable children conduct a situation analysis. It serves as a tool for collecting and synthesising in-country and sub-national information. Examples of situation analyses and related research are provided throughout the document to draw upon the variety of approaches, and their components, that communities and institutions have undertaken to assess their particular situation

Education and HIV/AIDS : a sourcebook of HIV/AIDS prevention programmes

WORLD BANK. Education Team
2003

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Education sectors of affected countries are playing an increasingly important role in the fight against HIV/AIDS. This sourcebook aims to support efforts by countries to strengthen the role of the education sector in the prevention of HIV/AIDS. It provides concise summaries of programmes around Africa, highlighting the main elements of the programme as well as what lessons can be learned from them

We the children : meeting the promises of the World Summit for Children

UNITED NATIONS CHILDREN'S FUND (UNICEF)
September 2001

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The report assesses progress to date in meeting the commitments made to the children around the world at the 1990 World Summit for Children. It also includes best practices and lessons learned, obstacles to progress, and a plan of action for building a world fit for children. It will be particularly useful to policy-makers, researchers, journalists and students as a reference tool and as an example of the progress that can be achieved through goal-oriented development planning

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