One Class for All Impact Report 2018

IMPACT REPORT 2018/19 CONTENTS

MESSAGE FROM THE CEO 4

CHANGING THE GAME FOR CHILDREN WITH DISABILITIES 6

2018 SUCCESSES AT A GLANCE 8

CHANGING HOW CHILDREN LEARN 10

ACHIEVEMENTS BURKINA FASO 12

ACHIEVEMENTS ETHIOPIA 14

GLOBAL ENGAGEMENT 16

KEY SUCCESSES 2015-2018 18

FINANCIAL REPORT 20

NEXT STEPS 22

EVERY CHILD HAS THE RIGHT TO GO TO SCHOOL 24

LIST OF PROJECTS 26 INCLUSIVE EDUCATION – THE GAME CHANGER

Inclusive education transforms education systems to increase access, acceptance, participation and learning achievement of H.S.H. Prince Philipp von und zu Liechtenstein all children by removing barriers and enhancing the capacity Chairman LGT of the education system to accommodate diversity. Supporting teachers to respond to diverse learning styles benefits all children and improves the quality of education for all. International development should Educating students with disabilities has economic, social and predominantly be focussed on edu- health benefits for them, their families and society at large. cation. One Class For All – well and In 2018, you enabled 6,600 children with disabilities in Ethiopia efficiently managed – supports not and Burkina Faso to access life-changing educational opportunities. only children, but entire communities in breaking the cycle of poverty. THANK YOU – For being a Game Changer for children with The inclusion of children with dis- disabilities in Sub-Saharan Africa. abilities in mainstream education systems and schools stimulates unprecedented energies not only among the children but also among adults, teachers and family members alike. The trips to Ethiopia and Rupert Roniger Burkina Faso exemplified this for me. CEO | LIGHT FOR THE WORLD

ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 4 ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 5 32 MILLION REASONS TO CHANGE THE SYSTEM

CHANGING OUR AMBITION: Our vision is a future where every child, regardless of her or his abilities can go to school. In late 2015 we SYSTEM CHANGE launched our inclusive education programme One THE GAME FOR Class For All in Burkina Faso and Ethiopia. The programme aims to guarantee the right to education for children with disabilities and support governments to CHILDREN WITH realise their commitments to ensure inclusive and equitable quality education for girls and boys with DISABILITIES disabilities as set out in the UN Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals (SDGs).

HOW WE Lasting systemic change towards an inclusive society requires working on all levels: TRIGGER CHANGE LOCALLY with partners who directly work with 32 million children with disabilities in low and middle income countries children and their families, rehabilitation and are out of school. Denied their right to receive quality education and health facilities, community-based rehabilitation CHILDREN deprived of their dreams of a better and sustainable future. workers, schools, teachers and communities with ministries, regional bureaus SCHOOLS NATIONALLY SYSTEM and other stakeholders to establish legal frame- CHANGE works and facilitate learning and exchange

NAHOM INTERNATIONALLY through partnerships and 11 years old POLICIES alliances advocating for disability-inclusive educa- „I am studying tion financing and monitoring commitments with deaf and hearing students at Hamele Primary School in Addis HOW YOU Investing in Inclusive Education ... Ababa, Ethiopia. reduces poverty My dream is to CAN TRIGGER pursue my studies CHANGE benefits individual and national economies after graduating improves stability, peace and security from school and become a pilot.“ contributes to healthier populations

ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 6 ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 7 2018 SUCCESSES AT A GLANCE

ETHIOPIA BURKINA FASO

CHILDREN WITH DISABILITIES CHILDREN WITH DISABILITIES CHILDREN WITH DISABILITIES CHILDREN WITH DISABILITIES REACHED THROUGH CBR-PROGRAMMES ATTENDING SCHOOL REACHED THROUGH CBR-PROGRAMMES ATTENDING SCHOOL 1,042 1,759 3,106 4,841 427 GIRLS / 615 BOYS 829 GIRLS / 930 BOYS 1,434 GIRLS / 1,672 BOYS 2,168 GIRLS / 2,673 BOYS

PERSONS REACHED PERSONS REACHED TEACHERS SCHOOLS NUMBER OF THROUGH AWARENESS TEACHERS SCHOOLS NUMBER OF THROUGH AWARENESS TRAINED REACHED PROJECTS RAISING ACTIVITIES TRAINED REACHED PROJECTS RAISING ACTIVITIES 756 62 19 2,900,000 817 400 14 159,158

ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 8 ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 9 CHANGING HOW CHILDREN DID YOU KNOW? LEARN

It is estimated that over 32 million school-age children with disabilities – mostly in developing countries – are not in primary or lower secondary schools and are denied their right to education. (Source: Education Commission, 2016)

2018 has been an exciting year for Light for disability-inclusive education received a the World’s One Class For All team, with boost. In 2017 we launched a global Call to LEAVING NO ONE BEHIND - 6,600 CHILDREN WITH DISABILITIES in Action to Invest in Disability-Inclusive SUSTAINABLE DEVELOPMENT GOAL 4 (SDG4) Burkina Faso and Ethiopia supported to Education which has since been endorsed attend school, an increase of 20% over 2017. by 243 leading international NGOs and Throughout 2018 over 1,500 TEACHERS donor organisations. In 2018 we played an Ensure inclusive and equitable quality education and promote lifelong WERE TRAINED on inclusive education instrumental role in the FIRST-EVER GLOBAL learning opportunities for all. This entails amongst other key indicators: practices and 462 SCHOOLS REACHED. DISABILITY SUMMIT leading to the launch Through awareness raising activities across of the World Bank’s INCLUSIVE EDUCATION By 2030, ensure that all girls and boys complete free, equitable and quality primary Burkina Faso and Ethiopia over 3 million INITIATIVE and the commitment to make and secondary education leading to relevant and effective learning outcomes. people were reached. all World Bank funded programmes Ensure that all girls and boys have access to quality early childhood development, disability-inclusive. care and pre-primary education. A major highlight of our work in Burkina Faso was the ADOPTION OF THE NATIONAL These accomplishments are our evidence By 2030, eliminate gender disparities in education and ensure equal access to all levels INCLUSIVE EDUCATION STRATEGY for governments and other stakeholders to of education and vocational training for the vulnerable, including persons with disabilities, ensuring Inclusive Education is prioritised showcase that Inclusive Education works. indigenous peoples and children in vulnerable situations. throughout education planning. This evidence will make it easier to influence Build and upgrade education facilities that are child, disability and gender sensitive policies and to attract more institutional and provide safe, non-violent, inclusive and effective learning environments for all. Internationally our continued efforts high- donors. We can now build on this foundation By 2030, substantially increase the supply of qualified teachers. lighting the importance of investing in and dynamically expand the programme.

ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 10 ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 11 Martin Essl Founder of the Essl Foundation & Zero Project Conference

An estimated 210 million persons with disabilities are living in Africa. This equals the population of Germany, France, Great Britain, Switzerland, Austria and Liechtenstein. 50% or approxi- mately 100 million are children and youth - at the age to attend school. Through One Class For All, Inclusive Education has the potential to spread out in Burkina Faso and Ethiopia as well as ACHIEVEMENTS entire Africa and create lasting systemic change. BURKINA CHANGING FASO THE MINDSETS

In addition to the direct support provided to All our partners in Ethiopia supported children with disabilities, CBR staff members schools to set up and maintain Inclusion are undertaking awareness raising activities Clubs. These clubs promote inclusion of about disabilities and the rights of children children with disabilities at the schools, IN BURKINA FASO WE ACHIEVED beneficiary numbers this year. 4,841 students with disabilities for families, local authorities, but also in the surrounding communities. A MAJOR BREAKTHROUGH WITH THE with disabilities were enrolled in the schools traditional leaders, and school staff. In Burkina Club members are pupils with and without ADOPTION OF THE NATIONAL reached by our programme, a 59% increase Faso 159,000 persons were reached through disabilities, as well as teachers. They raise INCLUSIVE EDUCATION STRATEGY compared to 2017. different awareness raising activities, such as awareness by using drama, role play, poems BY THE GOVERNMENT IN JULY 2018. community discussions, radio spots, forum and songs. They are also active in identi- Overall 817 teachers at 400 schools received theatres or public film screenings followed fying and reporting “hidden” children with training enabling them to include children by debates. In Ethiopia our partners reached disabilities in their neighbourhoods. We have a long-lasting successful partner- with disabilities in learning. Burkina Faso’s an estimated 2.9 million people. ship with the community-based rehabilitation second largest education provider The Catho- (CBR) projects implemented by the national lic National Secretariat of Education (SNEC), Caritas network OCADES Burkina Faso. The our implementation partner in Manga put eight individual CBR projects were merged inclusive education on the agenda of their into one national programme in 2018 to en- national meeting in December 2018 and sure more efficient and effective implemen- appointed focal persons for inclusive educa- tation and facilitate learning among projects. tion at all their schools. The national programme reached over 3,100 children. Thanks to the new Monitoring and Our collaboration with the Ministry of National Evaluation Framework of One Class For All Education and Literacy was strengthened and we have strengthened our partners’ skills in training modules on intellectual disability, low vi- data collection and have increased data ac- sion and inclusive sports were validated and are curacy which resulted in slightly lower CBR now a standard for in-service teacher training.

ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 12 ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 13 Dr. Susanne Hillebrand Co-Founder Hil-Foundation

We want to create a lasting impact through our foundation. We aim to support the most marginalised – in Africa these are children with disabilities often deprived of their future. With One Class For All we have the right instruments at hand to realise a sustainable impact, to trigger change in the education system and create a ripple-effect ACHIEVEMENTS across Sub-Saharan Africa. Light for the World is an expert organisation pursuing a unique ETHIOPIA and professional approach. Me and my family are proud to be part of it and change the life situation for children with disabilities.

IF YOU CHANGE THE BEGINNING, YOU gional health bureau of Amhara region to CHANGE THE WHOLE STORY provide training for all health extension work- CHANGING HOW ers respectively. Simultaneously we identified TEACHERS ARE TRAINED 1,042 children with disabilities and prepared In 2018, we strengthened our work in early them to attend mainstream schools. In 2018 childhood development (ECD) and provided 1,759 children with disabilities were enrolled in schools supported by our programme. Our several training sessions with CBR partners Our Ethiopian partner Berhan Lehetsanat centres are established at so-called cluster partners organised training for 756 teachers in two of our focus regions on paediatric worked closely with the teacher training schools, which are linked to several satel- covering wider thematic areas, such as sign physiotherapy. We trained CBR field workers college in Dessie (Amhara Region) and lite schools. The cluster schools made sig- language, braille, resource centre manage- and health extension workers on early identi- integrated modules on inclusive education, nificant improvements in sharing learning ment, usage of Montessori teaching materials, fication of children with disabilities, referral braille and sign language in the training materials and expertise with the satellite production of tactile teaching materials and mechanisms and paediatric physiotherapy. for all new teacher candidates. In 2018, schools on inclusive learning and teaching. inclusive pedagogical skills. The training sparked the interest of the re- the first 723 graduates of these courses finished their teacher training and were The inclusive education teacher training assigned to schools in the entire Amhara video packs developed in collaboration region. with EENet were translated into seven different languages. The training pack, In Ethiopia our project partners strength- which is a first of its kind, includes best ened the ten inclusive education resource practice examples and video scenes from centres equipped in 2017. These resource our projects in Burkina Faso.

ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 14 ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 15 CHANGING HOW SYSTEMS WORK

IN 2018 LIGHT FOR THE WORLD STRENGTHENED ITS LEADING ROLE IN RELEVANT NETWORKS IN BOTH PILOT COUNTRIES

BURKINA FASO ETHIOPIA

GLOBAL Together with UNICEF and under the In collaboration with the British Council patronage of the Ministry of National we organised a symposium on “Creating Education and Literacy, we organised a more inclusive schooling. 70 participants ENGAGEMENT National Forum on Inclusive Education, discussed the status quo and next steps Child-Friendly Schools and the CBR in inclusive education. approach. 100 participants represent- In SNNPR region we continued the Dis- ing around 30 NGOs and governmental ability Mainstreaming Programme with institutions participated at this learning our partner the Ethiopian Centre for and exchange platform and called to im- Disability and Development (ECDD). plement inclusive education and allocate ECDD implements a multi-stakeholder resources. The recommendations were The Global Partnership for Education (GPE) and the UN Special Rapporteur on the Rights approach, to influence different sectors signed by the ministry and a committee of Persons with Disabilities joined the 243 signatories of our ‘Call to Action for Disability- – among them education – to include assigned to ensure accountability. Inclusive Education’. We also satarted our advocacy project on increasing disability-inclusive persons with disabilities. In 2018, a Qual- investment in early childhood development. Simultaneously we launched research on The collaboration with the Ministry of ity of Life Survey was conducted in the disability-inclusive investment in ECD, as our evidence for the advocacy. We increased our National Education and Literacy was intervention areas of the programme. advocacy work with The World Bank, Global Partnership for Education, USAID and UNICEF. strengthened and training modules on This survey was presented at the first intellectual disability, low vision and learning and sharing conference in inclusive sports were validated. Hawassa, in October 2018. It highlights The Global Partnership For Education Replenishment Conference in that persons with disabilities have CHANGING Light for the World received the Dakar, raised 2.7 BILLION USD IN PLEDGES TOWARDS FINANCING limited access to education, health Honorary Distinction of the Ministry for GLOBAL EDUCATION in developing countries. The UK government made and other key areas of life. Women, National Solidarity and Family inclusive education a condition of their pledge. DYNAMICS for its continuous work for the rights of After years of advocacy work, the THE NEW MAJOR INCLUSIVE EDUCATION INITIATIVE (IEI) was persons with disabilities. regional government in Amhara announced at the first-ever Global Disability Summit hosted by the agreed to pay the salary of 40 CBR Light for the World advocated towards British Development Agency and the UK, Finland and Norway are field workers. These positions were so the Ministry of National Education and among the first to invest. The World Bank also announced that far dependent on funding from Light Literacy to collect data on learners with by 2025 all their education programmes will be disability-inclusive. for the World and other NGOs. This is disabilities. The respective modification an important step towards sustainability World leaders acknowledged the IMPORTANCE OF EARLY CHILD- of the data collection system will be of the programme and the change of HOOD DEVELOPMENT (ECD) and declared at the G20 summit in carried out in collaboration with UNICEF mindset of the government. Buenos Aires in November 2018 that early childhood development in 2019. needs to be prioritised.

ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 16 ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 17 JERUSALEM DEREJE Studying in grade two at Hamele Primary School in Addis Ababa, Ethiopia „Here in this school I am friends with both deaf and non-deaf students and I love them very much. I want to study at university and become a government employee.“

TO SUM UP –

7,000 CHILDREN KEY SUCCESSES 450 SCHOOLS with disabilities reached 2015-2018 enrolled in schools

CHILDREN

5,000 CHILDREN with disabilities reached through We built a solid foundation and developed a strong network of 29 reliable implementation SCHOOLS 2,000 TEACHERS rehabilitation partners in Burkina Faso and Ethiopia. All necessary structures and bases are set up and SYSTEM trained on inclusive measures partnerships are up and running well. These significant achievements in our pilot regions CHANGE education practices are our evidence for governments to showcase that Inclusive Education works.

INTERNATIONAL POLICIES

SYSTEM CHANGE ADVOCACY CAMPAIGN Burkina Faso and Ethiopia adopted a Gondar region included 40 community- We brought key international stakeholders NATIONAL INCLUSIVE based rehabilitation workers in its civil on board, like the World Bank and state Internationally recognised as EDUCATION STRATEGY servant structure. actors such as Great Britain, Norway and EXPERT ORGANISATION Finland. in Inclusive Education Several teacher training facilities in Ethiopia adopted a disability-inclusive curriculum. We contributed to the setting up of the first-ever Global Disability Summit in Established a modern and Teaching materials were translated in seven London. efficientMONITORING AND different languages and shared across the EVALUATION SYSTEM and region. conducted 1st baseline study

ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 18 ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 19 THE LEADERSHIP FORUM – THE GAME CHANGERS

The Leadership Forum of One Class For All With the support of the Leadership Forum it - consisting of fifteen influential and high was possible to expand Light for the World’s ranking individuals steering and leading the philanthropic networks across Austria, Germa- initiative together with Light for the World – ny, Switzerland and Liechtenstein. At the same held two meetings in 2018. The meetings were time, we continued to establish partnerships hosted by H.S.H. Prince Philipp von und zu with potential donors outside the Leadership Liechtenstein in the rooms of the LGT Bank Forum and additionally on an international in Vienna. With the support of the Leadership level. Since the inception of One Class For Forum several events were hosted: a lunch in All we have received substantial investments Liechtenstein and receptions with 2017 Right from individuals, foundations and develop- Livelihood Laureate Yetnebersh Nigussie in ment agencies: a total of 3,585,880 Euros as Vienna and Zurich. well as leveraged funds of 338,363 Euros for FINANCIAL the project in Garango, Burkina Faso. REPORT DONATIONS DONATIONS BY TYPE BY FUNDING OF INVESTOR STREAM

FUNDING SOURCES 2015/2016 2017 2018 2% PUBLIC, 37% GOVERNMENT 35% LEADERSHIP FUNDING INDIVIDUALS FORUM INDIVIDUALS 1,048,500 € 510,000 € 433,620 € COPORATES 50,000 € 63% 3% OTHER 60% OTHER FOUNDATIONS 287,142 € 448,491 € 744,491 € FUNDING FOUNDATIONS FUNDING PUBLIC/GOVERNMENT FUNDING 23,637 € OTHER FUNDING 40,000 € TOTAL SUPPORT & REVENUE 1,385,642 € 958,491 € 1,241,748 €

AREAS FUNCTIONAL OPERATING EXPENSES 2015/2016 2017 2018 OF EXPENSES EXPENSE BREAKDOWN REHABILITATION & HEALTH 337,943 € 329,296 € 367,368 € POLICY FAMILY & COMMUNITY 115,375 € 63,610 € 59,028 € 15,6% PLANNING 5% FAMILY & 11% & LEGAL & SUPPORTING COMMUNITY INCLUSIVE SCHOOLS 482,312 € 603,085 € 459,732 € FRAMEWORK 1,3% TEACHER TRAINING 108,818 € 192,700 € 78,221 € INTERNATIONAL 6% EXCHANGE 32% POLICY & LEGAL FRAMEWORK 144,949 € 149,252 € 131,014 € ACITIVITIES & LEARNING REHABILITATION & HEALTH EXCHANGE & LEARNING 128,358 € 75,510 € 68,392 € 83,1% DIRECT PROGRAMME 7% TEACHER 39% INCLUSIVE TOTAL OPERATING EXPENSES 1,317,755 € 1,413,453 € 1,163,754 € COSTS TRAINING SCHOOLS

ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 20 ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 21 OUR AMBITION FOR 2019-2022

LEVERAGE OUR WORK IN THE PILOT REGION TO REACH A CRITICAL MASS AND INCLUSIVE EDUCATION BECOMES THE NORM.

Over the next four years we want to focus on identifying current gaps in Ethiopia and Burkina Faso and closing them in a sustainable way. This includes monitoring policy adoption and implementation. Simultaneously we continue to collect further evidence and strengthen our impact in our pilot regions. NEXT DEVELOP SCALABLE INITIATIVES IN EARLY CHILDHOOD DEVELOPMENT, STEPS HIGHER EDUCATION, TECHNICAL AND VOCATIONAL TRAINING. During the first years of One Class For All, we mainly worked on primary education and partially on secondary education. In the coming years, we aim to embrace life-long learning: start in the very early years and be able WE WANT TO BUILD to accompany students up to Technical and Vocational Education and Training (TVET) and Higher Education. We will also look into transition, as there is a risk ON OUR SUCCESSES AND for discontinuation of education once children and youth complete primary TAKE OUR PROGRAMME education or lower secondary education. TO THE NEXT LEVEL SUPPORT INTERNATIONAL STAKEHOLDERS AND ENSURE PROMISED COMMITMENTS ARE DELIVERED AND INVESTMENTS ARE INCLUSIVE OF ALL CHILDREN WITH DISABILITIES.

On an international level we notice that there is momentum for disability- inclusive education investments. Our international experts therefore regularly attend international meetings such as World Bank Spring Meetings or the Conference of States Parties to the Convention on the Rights of Persons with Disabilities. We will share our good practices, learning and evidence to showcase the success of inclusive education and request international stakeholders to commit to SDG4.

SUPPORT PARTNERS AND GOVERNMENTS IN THE TRANSFER OF LEARNING TO OTHER REGIONS OF ETHIOPIA AND BURKINA FASO.

We want our pilot projects to serve as models for our partners and the government of Ethiopia and Burkina Faso to expand to other regions.

ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 22 ONE CLASS FOR ALL | IMPACT REPORT 2018 | PAGE 23 TOTAL INVESTMENT FUNDING NEED 2019-2022: 5,004,000 € 2019-2022: 4,452,700 €

BURKINA TOTAL INVESTMENT FASO 2,412,000 € 2019-2022 FUNDING NEED 1,955,000 €

Kaya Nouna OUAGADOUGOU EVERY CHILD Koupela Garango Manga Bobo-Dioulasso HAS THE RIGHT Zabré Diebougou TO GO TO SCHOOL Gaoua

ETHIOPIA TOTAL INVESTMENT 2019-2022 2,292,000 € OUR AMBITION REQUIRES AN INVESTMENT FUNDING NEED OF 5 MILLION EUR FOR 2019 – 2022. 2,274,000 € Gondar Bahir Dar With your investment you will join a group of Game Changers who trigger the lasting systemic change needed to unleash the potential of the 2.4 million children with disabilities Dessie Town who have been excluded from quality inclusive education.

ADDIS ABABA INTERNATIONAL

BURKINA FASO ETHIOPIA ADVOCACY Hawassa Shinshicho INVESTMENT INVESTMENT INVESTMENT Arba Minch PER YEAR PER YEAR PER YEAR 603,000 € 573,000 € 75,000 € INTER- TOTAL INVESTMENT TOTAL INVESTMENT TOTAL INVESTMENT NATIONAL 2019-2022 2019-2022 2019-2022 ADVOCACY TOTAL INVESTMENT: 300,000 € 2,412,000 € 2,292,000 € 300,000 € 2019-2022 FUNDING NEED: 223,700 €

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INTERVENTION PROGRAMME INTERVENTION PROGRAMME TITLE EXPENDITURE* RESULTS INDICATORS TITLE EXPENDITURE* RESULTS INDICATORS AREAS AREAS AREAS AREAS

I Children Rehabilitation Community-Based Rehabilitation € 117,000.00 Children with 3,106 children I Children Rehabilitation Community-Based Rehabilitation, € 0.00 Children with 1,042 children & Health Programme (KOAM‘S TILIGRE ) Burkina disabilities get the with disabilities & Health Arba Minch / p01229 disabilities get the with disabilities Faso, 2018-2020 / p02222 help they need (1,672 boys, 1,434 help they need (615 boys, 427 Community-Based Disability Inclusive € 98,070.05 and are able to girls) have access and are able to girls) have access Development, North Gondar Zone, attend school to rehabilitation attend school to rehabilitation 2017-2020 / p01929 services services Creating Accessible Learning € 23,269.90 Environment in Mainstream Schools Family & Changed social 159,158 persons in North Shewa Zone, 2017 – 2019 / Community attitudes towards are reached Family & Changed social 2,900,000 p01939 disability. Children through aware- Community attitudes towards persons reached and their parents ness raising disability. Children through aware- are more confi- actions and their parents ness raising dent about their are more confi- actions abilities dent about their abilities II SCHOOLS Inclusive Inclusive Education Kaya, 2017-2020 / € 70,000.00 Schools are 4,841 children with II SCHOOLS Inclusive Education for Deaf and Hard of Hearing € 36,056.15 Schools are 1,759 children Schools p02086 inclusive and disabilities (2,673 Schools Children, Shinshicho 2016-2018 / p01452 inclusive and with disabilitites are welcoming boys, 2,168 girls) are welcoming (930 boys, 829 Mainstreaming Inclusive Education in € 45,000.00 learners with have access to Inclusive Education for Deaf and Hard € 39,576.48 learners with girls) have access LIST OF of Hearing Children, Addis Ababa, 2016- the Catholic Education Sector (SNEC), different abilities education and different abilities to education Burkina Faso, 2017 - 2020 / p02078 vocational training 2018 / p01740 and vocational Promotion of Inclusive Education for € 22,983.26 training. Inclusive Education Kossi/ Nouna, € 70,000.00 Children with Special Educational 62 schools PROJECTS reached to launch Boucle du Mouhoun Region, 2017-2019 Needs / p01851 / p02090 transformation Reaching the Unreached Children in € 27,591.75 process Dessie Town, 2016 –2019 / p01938 Inclusive Education, Garango, Burkina € 57,960.75 Faso, 2017 – 2020 / p02126 Promoting Quality and Sustainable € 13,685.84 Inclusive Education in SNNP Regional Innovation & Resource Center CEFISE € 44,367.37 State, 2017 – 2018 / p01945 2018-2020 / p02241 Teacher Promoting Inclusive and Early Child- € 19,193.02 Teachers are 756 teachers Training hood Education, Lalibela, 2017-2019 / able to deliver were trained in Innovation & Resource Centers EJA/ € 33,000.00 p02048 quality Inclusive different aspects UNABPAM, Ouagadougou, 2018-2019 / Education of Inclusive In 2018 a total of 34 projects promoting inclusive education were supported. Out of those p02242 Strengthening Inclusive Education at € 0.00 Education Kotebe Metropolitan University, Addis were 19 projects in Ethiopia and 14 in Burkina Faso as well as international research on Innovation & Resource Centers / € 10,482.07 Ababa, 2017 – 2018 / p01941 disability-inclusive investments in Early Childhood Development. ABAPE. Ouagadougou, Burkina Faso, III POLICIES Policy & Legal Seconded staff Ethiopia / p01934 € 36,021.48 National strate- The Education 2018 / p02243 Framework gies for Inclusive Sector Plan al- Promoting Inclusive Education for € 26,019.71 Education are ready calls for for Support for Vocational Training of € 0.00 Children with Disabilities in Ethiopia implemented and a substantial in- Young Deaf People in Bobo Dioulasso, (ECDD) / p01235 existing examples crease of children Burkina Faso, 2018-2019 / p02244 of best practice with disabilities attending school. ALMAZE Teacher Development of Specific Teacher € 0.00 Teachers are Ministry of Educa- The next step is to Training Training Modules on Inclusive Education, able to deliver tion validated new work on polices Mother of a deaf student at an Ouagadougou, 2017-2018 / p02087 quality Inclusive modules on low and guidelines Education vision, intellectual Exchange & Training for Community-Based € 4,626.14 Platforms for Partners and staff inclusive school in Addis Ababa, disability and Learning Rehabilitation/Inclusive Education learning and expe- members were Ethiopia inclusive sports Partners and Mainstream NGOs, rience sharing on trained on early for in-service 2017-2018 / p01940 national and inter- childhood devel- The first day my son Bisrat start- teacher training national level opment, monitor- Project Partner Meeting, National, Ethi- € 4,737.36 ing and evaluation ed going to school was a very III POLICIES Policy & Legal Advocacy for Inclusive Education € 9,944.98 National strate- Inclusive educa- opia, 2018 / p02488 and child protec- Framework (CNEPT) / p02232 gies for Inclusive tion was put on tion emotional day for me. I was very Education are the agenda of the happy and in disbelief as well. implemented and government and existing examples other stakehold- I never thought he would come of best practice ers. this far. I have since joined other Exchange & National Inclusive Education Conference € 0.00 Platforms for First national INTERNATIONAL parents of deaf children attend- Learning / p02090 learning and expe- conference on ing Hamele Primary School and rience sharing on inclusive educa- national and inter- tion, CBR and we have started sign language national level child-centred TITLE EXPENDITURE* training with our children. approach took place Leaving No One Behind When Learning Starts / p02107 € 0,00

* Expenditures reflect the 2018 funds transfers to the partner, not actual programme expenses. * Expenditures reflect the 2018 funds transfers to the partner, not actual programme expenses.

CHANGER

WENDINGOUDIN, 7 years old

Wendingoudin is a cheerful little whirlwind Together with his mother he practices three End of 2015 we launched One Class For All, who enjoys playing football. This wasn’t times a week to continuously strengthen his an ambitious Inclusive Education initiative always the case: Wendingoudin was born muscles. Wendingoudin makes changing the way children with disabilities learn with cerebral palsy in the remote village significant progress and can finally walk. in Burkina Faso and Ethiopia. of Tigana in Burkina Faso. Like in many Every morning he wakes up eager to ex- other sub-Saharan villages health and reha- plore the neighbourhood and run after his bilitation services are limited. Since birth ball. In the afternoon he giddily awaits his Wendingoudin has been severely restrict- friends’ return from school. His smile grows ed in his movements, spending most of his twice as wide as soon as they play football time lying. Nowadays community-based together. Wendingoudin’s biggest dream is rehabilitation worker Ella visits on a weekly to be able to join his friends in class in the basis. Ella shows his mother simple rehabili- near future. So he continues his exercise tation exercises focussed on lifting the head, and every day he pushes himself to make sitting, walking with a stick, and standing up. a few more steps.

IMPRESSUM: Editor and Publisher: LIGHT FOR THE WORLD · Niederhofstraße 26 · A-1120 Vienna · Phone +43/1/810 13 00 · www.light-for-the-world.org · [email protected] | Photos: LIGHT FOR THE WORLD · Gregor Kuntscher · Ulrich Eigner · Maria Neumayr · Laba Media · iStock | Graphic Design: www.derrotefaden.at | Print: Der Schalk

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