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The Case for Disability-Responsive Education Financing 2

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#CostingEquity The case for disability-responsive education financing 2 #CostingEquity #CostingEquity is an advocacy research Detailed case studies provide useful examples of project on equitable financing for disability financing gaps, challenges and promising practice -inclusive education. It lays out some of the main from developing country contexts, major education challenges facing governments and the global donors, and new and emerging philanthropic education community in supporting the realisation donor foundations. The focus of case studies and of United Nations Sustainable Development examples is on low and lower-middle income Goal 4 (SDG 4) as well as Article 24 of the United countries and were chosen to reflect a broad range Nations Convention on the Rights of Persons with of regions and countries. Disabilities (UNCRPD). The report concludes with a series of The #CostingEquity research project was carried out recommendations for domestic and external by the International Disability and Development financing approaches. Consortium (IDDC) and Inclusive Education Task Group (IETG). The IDDC research published in this report was funded by the Open Society Foundations and LIGHT FOR THE WORLD. The #CostingEquity research project investigated the benefits of financing disability-inclusive education, the current state of education financing with regard to inclusion, and what needs to change in order for education financing to effectively support the realisation of SDG 4. #CostingEquity research partners The #CostingEquity research report addresses three The IDDC is a global consortium of 28 disability and broad questions: development non-governmental organisations • How do international donors and domestic (NGOs), mainstream development NGOs and governments currently fund disability-inclusive disabled people’s organisations (DPOs) that education? together support disability and development work • What are the gaps and challenges in financing in more than 100 countries. disability-inclusive education? LIGHT FOR THE WORLD is an international disability • What needs to change to increase quality, and development organisation whose vision is an equitable financing for learners with disabilities? inclusive society where no one is left behind. LIGHT The report aims to contribute to a better FOR THE WORLD strives for accessible eye-care understanding of the issues related to equitable services and supports inclusive education to financing for education for learners with disabilities. empower persons with disabilities to participate It considers additional marginalising factors such as equally in society. gender, socio-economic status, social circumstances and urban/rural location. It offers key arguments The Open Society Foundations work to build for civil society activists, donors and government vibrant and tolerant societies whose governments advisors to make the case for building and are accountable and open to the participation of all strengthening inclusive education systems. people. 3 Acknowledgments This report was written by Juliette Myers, Helen The research project was co-ordinated on behalf Pinnock, Nafisa Baboo and Ingrid Lewis with of the IDDC by LIGHT FOR THE WORLD. Dr Dragana additional research support from Soumya Suresh. Sretenov, on behalf of the Open Society Early Childhood Program, supported the research. Particular thanks are due to the steering group that guided the development of this research: The publication of the #CostingEquity David Archer (Action Aid), Nafisa Baboo (LIGHT FOR research report was made possible with the THE WORLD), Sabine Rehbichler (LIGHT FOR THE financial support of the Open Society Foundations. WORLD), Benjamin Bach (LIGHT FOR THE WORLD), Additional financial support for research, Louise Banham (Global Partnership for Education), publication, translation and launch accessibility Aletheia Bligh Flower (Leonard Cheshire Disability), was provided by CBM, Handicap International, Ingrid Lewis (Enabling Education Network), Colin Sightsavers and LIGHT FOR THE WORLD. Editing Low CBE – Lord Low of Dalston (Co-Chair All Party support was provided by EENET and Last Mile. Parliamentary Group Global Education, UK), Nidhi Singal (University of Cambridge) and Sian Tesni The opinions expressed in this publication are those (CBM). of the authors, and do not necessarily reflect the policies or views of the Open Society Foundations. Additional contacts, insights and information were generously supplied by Rosangela Berman Bieler (UNICEF), Sandrine Bohan-Jacquot (Consultant), Lynn Dudley (GPE consultant), Els Heijnen-Maathuis (Save the Children), Ola Abu Alghaid (Leonard Cheshire Disability), Dr Maria Kett (Leonard Cheshire Disability and Inclusive Development Centre, UCL), Kou Boun Kheang (Save the Children Cambodia), Dr Guy Le Fanu (Sightsavers), Anna MacQuarrie (Inclusion International), Paula Malan (Finnish representative, Ethiopia), Julia McGeown (Handicap International), Polly Meeks (ADD International), Dr Daniel Mont (UCL), Ali Sani Side (National Advisor for Inclusive Education Master Plan, Ethiopia), Richard Orne (Daisy Consortium), Diane Richler (Inclusion International), Marion Steff (Sightsavers), Anjela Taneja (Global Campaign for Education) and Lorraine Wapling (University College London). Cover image © Hamish Roberts, Leonard Chesire Disabability 4 Acronyms and abbreviations ABC Accessible Books Consortium EiE education in emergencies ABE alternative basic education EFS Environmental and Social Framework CBID community-based inclusive development EMIS education management information system CBR community-based rehabilitation ESP Education Sector Plans CDPO Cambodian Disabled People’s Organization ESF environmental and social framework CIDA Canadian International Development Agency ESWG education sector working group CSCQBE Civil Society Coalition for Quality GCE Global Campaign for Education Basic Education GDP gross domestic product COSYDEP Coalition des Organisations en Synergie pour la Defensé de GEQIP General Education Quality l`Education Publique Improvement Program CRS Catholic Relief Services GPE Global Partnership for Education CSO civil society organisation ICT information and DFAT Department of Foreign Affairs communication technologies and Trade (Australia) IE inclusive education DFID Department for International Development (UK) IEDSS Inclusive Education for Disabled at Secondary Stage DISE district information system for education IIEP International Institute for Educational Planning DPO disabled people’s organisation INGO international non-governmental ECCE early childhood care and organisation education JICA Japan International ECD early childhood development Cooperation Agency ECI early childhood intervention JPKF Joseph P. Kennedy Jr. Foundation 5 LEGs local education groups TESP Transitional Educational Sector Plans LMICs low- and middle-income countries TIGAR Trusted Intermediary Global Accessible Resource MDGs Millennium Development Goals TVET technical and vocational MICS Multiple Indicator Cluster Surveys education and training MoE Minister of Education UIS UNESCO Institute of Statistics MoET Ministry of Education and UNABPAM L’Union Nationale des Training Associations Burkinabè pour la Promotion des Aveugles et MoEYS Ministry of Education, Youth Malvoyants and Sport UNCRC United Nations Convention on NEA national education accounts the Rights of the Child NEP NGO education partnership UNCRPD United Nations Convention on the Rights of Persons with NGO non-governmental organisation Disabilities NORAD Norwegian Agency for UNESCO United Nations Educational, Development Cooperation Scientific and Cultural Organization ODA official development assistance UNGEI United Nations Girls’ Education PDA private development assistance Initiative RFAs requests for applications UNICEF United Nations Children’s Fund RFPs requests for proposals USAID United States Agency for International Development SDGs Sustainable Development Goals VCEFA Vietnam Coalition for Education SEN special educational needs for All SERCs special education resource WHO World Health Organization centres SIBs social impact bonds 6 Image © Ulrich Eigner, LIGHT FOR THE WORLD 7 Contents #CostingEquity .......................................................................................................................... 2 #CostingEquity research partners ..................................................................................... 2 Acknowledgments................................................................................................................... 3 Acronyms and abbreviations ............................................................................................... 4 Executive summary ................................................................................................................. 8 1. Introduction ................................................................................ 12 1.1 The Sustainable Development Goals ..........................................................................12 1.2 Global context ......................................................................................................................13 1.3 Defining disability-inclusive education .....................................................................14 1.4 Inclusive education is cost-effective ...........................................................................18 2. Financing trends ......................................................................... 22 2.1
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