One Class for All INVESTMENT CASE

One Class For All INVESTMENT CASE

THE OPPORTUNITY TO TRIGGER CHANGE UNLEASHING THE POTENTIAL OF 1.5 MILLION EXCLUDED CHILDREN

“Inclusive Education is a long term investment with a great return.” Yetnebersh Nigussie Winner of the Right Livelihood Award 2017 Senior Inclusion Advisor Light for the World One Class For All INVESTMENT CASE

CONTENTS

1. Executive Summary 3 Your opportunity to trigger change 3

2. A FAIR CHANCE AT EDUCATION 5 2.1. Why the need is so urgent 5 2.2. Why invest in inclusive education 6

3. DELIVERING THE VISION 7 3.1. Our boost in two countries: Burkina Faso and Ethiopia 7 3.2. How we trigger change 8 3.3. Journey of the child 9 3.4. Team 11

4. SUPPORTING EVIDENCE 12 4.1. Building on success 12 4.2. How we measure progress 12 4.3. What we have achieved so far 13 4.4. How Claude learned to walk 16

5. PROGRAMME PLAN 17 5.1. Action Plan 2018-20: Burkina Faso 17 5.2. Action Plan 2018-20: Ethiopia 18 5.3. International Activities 19 5.4. Our Impact in Figures 20

6. THE PART YOUR INVESTMENT PLAYS 21 6.1. Investment Volume 2018-2020 21 6.2. Leadership Forum 22 6.3. The role you can play 23

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1. EXECUTIVE SUMMARY

WHEN YOU WERE A CHILD ...... did you dream about becoming a lawyer, a teacher, or an entrepreneur?

What other dreams did you have?

YOUR OPPORTUNITY TO TRIGGER CHANGE Lots of us remember our childhood dreams Having a disability makes them most likely to about what our future could hold. But today, be excluded from education. millions of children worldwide do not dare to Being out of education denies these children dream about their future. the ability to make friends, to learn how to Because they won’t even go to school. read and write, and to master the skills that are crucial for future employment. It denies Who are these children? They are more than these children to dream and to be ambitious. 32 million children with disabilities in low and middle income countries, who are currently WE DO BELIEVE THAT EVERY CHILD HAS out of school. THE RIGHT TO EDUCATION.

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OUR AMBITION ROLLOUT PHASE 2018 - 2020 The elements of our sustainable programme To make our ambition a reality, we have a clear will lead us to a future where no child, regard- plan. Focusing on eight out of 13 regions in less of her or his abilities, is denied their cru- Burkina Faso - with a population of 11.4 milli- cial right to education and to assert a position - and on the three most influential regions ve imprint on society. In a first step, by 2020, in Ethiopia - with a population of 41.9 million we will double the rate of children with disa- - we will reach a critical mass of schools and bilities attending school from 4% in Ethiopia education influencers and double the enrol- and 5% in Burkina Faso to 10%. This interven ment rate of children with disabilities until tion will further boost the rate to 50% in one 2020. However, this is only possible with se generation (by 2045) and lead to our vision. cured funding to scale up our programme and deepen our intervention. Our goals by 2020: START UP PHASE Q4/2015 - Q4/2017 • 21,700 children with disabilities will be To right this wrong, we have launched our inclu- reached through CBR programmes. sive education programme ‘One Class for All’ • 15,000 children with disabilities will have in Q4/2015. The programme was developed access to quality education. from lessons learnt in 19 countries we have been working in over the past two decades as • 4,100 teachers will be trained. well as from international best practices. We • 530 schools will be transformed. are now ready to scale up our efforts in in- • We trigger much higher long-term invest- clusive education, starting with Burkina Faso ments by other actors. and Ethiopia. We envision that this will have a ripple-on effect across Sub-Saharan Afri- We need to invest EUR 7 million to create a ca – ensuring inclusive and equitable quality momentum for system change. education for tens of millions of girls and boys with disabilities. What we achieved so far: • 8,500 children with disabilities are WE CANNOT ACHIEVE THIS ALONE reached through community-based reha- We are seeking the investment of bilitation (CBR) programmes. visionaries who share our belief that • More than 5,000 children with disabilities every child has the right to education are already attending school. and to realize their dreams. • 900 teachers have been trained. • 300 schools have been transformed. • We have laid a solid foundation during which we invested EUR 2.3 million.

50%

EVERY CHILD HAS THE RIGHT TO EDUCATION

10% 5%

2016 2020 One Generation

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2. A FAIR CHANCE AT EDUCATION

2.1. WHY THE NEED IS SO URGENT What does it mean to be a child with a disabi- ren with disabilities are not in school, in Bur- lity in a Sub-Saharan country? Only around 2 kina Faso 95% of children with disabilities are percent of disabled children across the cont- missing out on education. inent are attending school and fewer than 10 But children with disabilities aren’t alone, our percent receive any form of education (The education systems are in crisis. In 2016, over African Report on Children with Disabilities, a quarter of a billion children and youth are 2014). out of school worldwide. A further 387 million Being excluded from education is devastating children are not to obtain minimal proficiency for these children; they lose a crucial oppor- levels for literacy. tunity to make friends, develop their talents, acquire knowledge and realise their full potential. Many have no choice but to remain at home, shut away, with no hope of a real childhood or future. Even in countries with high enrolment rates, WE CANNOT STAND BY WHILE MILLIONS the majority of girls and boys with disabilities OF CHILDREN GO WITHOUT THE FUNDA- still remain excluded. In Ethiopia, 96% of child MENTAL CHANCE TO LEARN.

32 million children with disabilities in low and middle income countries are out of school

1 out of three children out of school in Sub-Saharan Africa has a disability.

Only 2% of children with disabilities in Africa are attending school.

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2.2. WHY INVEST IN INCLUSIVE EDUCATION

SOCIAL AND EDUCATION BENEFITS

INVESTING IN INCLUSIVE EDUCATION… There are also strong social and educational benefits. In social terms, inclusive education … reduces poverty triggers positive changes in attitudes towards …is a foundation for economic prosperity diversity within schools: children with disabilities become less stigmatised, and more social- …improves stability, peace and security ly included. All children learn tolerance, respect …is a solution for healthier populations and acceptance of differences, which in turn contributes to preventing conflicts and wars. …contributes to building nations As for the educational benefits, inclusive set- tings lead to higher achievements for all children, with the introduction of better teaching Inclusive education has a long track record of practices, learning and teaching aids and the more than two decades of implementation in creation of an enabling learning environment. low and middle income countries, particularly in Africa. We can draw on pockets of success ECONOMIC BENEFITS developed in countries, such as Kenya, South Africa, Tanzania, Uganda, Zambia, and beyond. Inclusive education has the power to lift individuals out of poverty and has major benefits WHAT IS INCLUSIVE EDUCATION? to economies. Educating children with disabilities reduces welfare costs as well as cur- Inclusive education is schooling for the vast rent and future dependence. It also frees other majority of children within a mainstream sys- household members from their caregiving re- tem, where all children - including those with sponsibilities, allowing them to seek employ- disabilities – are given the opportunity and ment or partake in other productive activities. support to learn together in the same class- Evidence from Bangladesh, Cambodia, India, room. Inclusive education is widely recogni- Nepal and the Philippines shows that the re- sed within the global education community turns on investing in education for people as the most effective means of achieving with disabilities are two to three times hig- education for all, and improving the efficien- her than that of persons without disabilities of the entire educa- cy and cost effectiveness (Lamichhane, 2014). tion system (UNESCO, 2009, p. 10. Policy Gui- delines on Inclusion in Education). In Burkina Faso, Cote d’Ivoire, Gambia, Leso- tho, Liberia, Mali, Nigeria, Senegal and Yemen, EDUCATION IS A RIGHT the cost of out of school children (many of whom have disabilities) was estimated to be Every child deserves a fair chance to educati- bigger than the value of an entire year of GDP on. The 1948 Universal Declaration of Human growth (Thomas & Burnett, 2013). Rights was the first document to acknowledge that the right to education is a human right People with disabilities can and should play that extends to all children, youth and adults an economic role. The potential of people with disabilities. The right to inclusive educati- with disabilities to contribute in a meaning- on for children with disabilities is subsequently ful way to the economy is often overlooked. underscored in the Convention of the Rights However, they represent an untapped source of the Child and Convention on the Rights of of skills and talent, including technical skills if Persons with Disabilities (UNCRPD). they have access to training and transferable problem-solving skills developed in daily life.

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3. DELIVERING THE VISION

3.1. OUR BOOST IN TWO COUNTRIES: BURKINA FASO AND ETHIOPIA Starting out in Burkina Faso and Ethiopia, where we have been working successfully for more than two decades, we envision a further rollout across Africa changing millions of lives and the future of a continent.

WHY BURKINA FASO AND ETHIOPIA? Both countries have shown extraordinary determination to achieving education for children with disabilities, have developed fa- vourable policy and legal frameworks and have set ambitious targets in their education sector plans. They have shown a commitment to build up their human resources and are in- terested in working in multi-stakeholder part- nerships. Light for the World has also been recognised as an excellent convenor among other disability and development NGOs. Both countries are now eager to act and improve the dire si- Catalyst of Change tuation of children with disabilities. In Burkina Our vision is to create Faso, only 5% of children with disabilities go ‚One Class for All‘ in to school. This number is even lower in Ethio- Sub-Saharan Africa, pia, where only 4% have access to education. giving children with The trigger for real change requires reaching disabilities an equal chance of an education and a future. a critical mass in Burkina Faso and Ethiopia. We aim to achieve this by working in eight of 13 regions in Burkina Faso and focusing on the three most influential regions in Ethiopia. Put differently: in Burkina Faso and Ethiopia, ‘One Class for All’ will reach out to nearly 68% and 47% of the country’s total population, respec- tively.

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3.2. HOW WE TRIGGER 2 Schools: Second, we help make sure the children are enrolled in school. We make schools CHANGE accessible and promote a school culture that enables all children to learn: OUR ACTIVITIES AND STRATEGIES: • We ensure that the classrooms are phy- CHILDREN, SCHOOLS AND POLICIES sically available to all and ensure that the Over the past decade we have learnt that real children are supported with the services change towards an inclusive society requires and equipment they need – this includes, working at all levels, from the local project to for example, wheelchairs or braille slates regional programmes, to policy work at a na- and styluses. tional, continental and international level. In all • We understand that teachers need to know our programme countries, we acknowledge how to deal with the individual needs of all that our partners, including the government children. So, we train teachers in inclusive authorities, are in the driver’s seat, taking res- pedagogical practices. ponsibility for development. : Third, we advocate for long term Therefore, we work in three main areas: 3 Policies change in policy and legal frameworks to re- 1 Children: First, we help to find those child- move barriers that prevent children with disa- ren with disabilities who are out of school and bilities from attending school: show their parents ways to support their chil- • We support and strengthen the organisati- dren’s development: onal capacities of the regional and federal • We provide the child with personalised he- government as well as the organisational alth, rehabilitation and other practical help and advocacy capacities of our local part- and prepare them to succeed at school. ners. • We empower their families and the com- • We facilitate platforms for learning and munity to overcome stereotypes and di- exchange (through networks, partner– scrimination and foster an appreciation for ships, and research) on all levels. the child’s abilities.

CHILDREN • Rehabilitation & Health • Family & Community 2

SCHOOLS SYSTEM • Inclusive Schools CHANGE • Teacher 3 Training

POLICIES • Policy & Legal Frameworks • Exchange & Learning

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3.3. JOURNEY OF THE CHILD You are invited to be part of Rihanata’s journey from being kept at home to becoming an eager student. Rihanata is just one of the 15,000 children with disabilities we will reach as direct beneficiaries with ‘One Class for All’.

This is 10-year old Rihanata from Taksenin, Bur- kina Faso, who contracted a malaria infection at the age of five. As a result, her nervous system was affected and she could no longer move. Her parents didn‘t know what to do until a field worker identified her and started working with her. Intensive rehabilitation was necessary, Rihanata had to learn how to write with her left hand and to sit without help. Now she is attending school and her friends help her on the daily walk to school.

I The fieldworker II The fieldworker identifies the child supports the child in house to house together with the surveys. They iden- family so that they tify what the child can do daily exerci- needs and provide ses with their child. health services or assistive devices.

III The fieldworker IV The child is being works with the prepared to attend families and the school and receives local communties relevant learning to help changing material. Teachers social attitudes receive training and towards disability. schools are prepared.

V A teacher trained in VI Government offici- inclusive education als from other parts methodology wel- of the country learn comes the child in from this experi- his/her barrier free ence and support classroom. inclusive education in their region.

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COMMUNITY-BASED REHABILITATION AT THE CORE OF GOOD EDUCATION IS A OPENS THE DOOR TO EDUCATION GOOD TEACHER Rihanata’s journey starts at her home. For ye- Rihanata has already managed half of her ars, she had no choice but to be kept in the journey and is now ready to join the other girls house, shut away, as her parents wanted to and boys from the village at school. Inclusive protect her from the outside world. No hope education requires teachers who know how for a decent future. to mobilise the potential of all children, each with his or her specific abilities and needs. This all changes when a CBR programme And it needs classrooms that can be accessed starts in her community. A field worker now by children in wheelchairs, along with the de- visits regularly to work with her: she teaches velopment of accessible books (Braille, large her how to write with her left hand and to print, audio-books) and other learning aids to sit without help, she shows Rihanata different cater for the children’s individual needs. rehabilitation exercises she must practice every day and involves her family in every step. Rihanata receives a wheelchair and a SPREADING THE GOOD NEWS TO walking bar to ease her efforts. Persistence REPLICATE AND UPSCALE SUCCESSES pays off: Rihanata slowly starts to become Rihanata’s school has now turned into a more mobile. model school for inclusive education to th- rive – with dedicated teachers, adapted inf- Now, as the groundwork is laid, the field wor- rastructure and accessible learning materials. ker prepares Rihanata for school. She goes to Government officials from other parts of the talk to the teacher, supports the family with country come to visit, learn and take this ex- Rihanata’s school enrolment and makes sure perience back to their regions. the girl gets all the necessary learning materials.

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3.4. TEAM Our team, based in Vienna, Addis Ababa, Oua- advocacy pressure groups that Light for the gadougou and Capetown collaborates closely World is connected to including the Global with more than 50 partner organizations in Campaign for Education (GCE), Internatio- Ethiopia, Burkina Faso and on international nal Disability and Development Consortium level, with thousands of locals on the ground. (IDDC) and the Global Partnership for Child- ren with Disabilities of UNICEF and UNESCO. ‚One Class for All’ benefits from and is bene- ficial to several international networks and

LEADERSHIP FORUM

TEAM VIENNA

Rupert Roniger URSULA MILLER (CEO, Vienna) (Inclusive Education Coordinator, Vienna) INTERNATIONAL EXPERTS

TEAM BURKINA FASO TEAM ETHIOPIA

Nafisa Baboo Yetnebersh Nigussie (Inclusive Education, (Disability Rights, Capetown) Addis Ababa)

Philippe Compaore Tsegaye Hordofa (Inclusive Education (Inclusive Education Programme Officer, Programme Officer, Ouagadougou) Addis Ababa)

LOCAL PARTNERS 1 Community Programme Coordinators and Field Workers 2 Mayors, Community Leaders and Religious Leaders 3 School Principals and Teachers 4 School Boards and School Inspectors 5 Teacher Trainers and Education Experts 6 Disability and Education Advocates 7 Education Bureaucrats on national and regional level 8 Political Decision Makers

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4. SUPPORTING EVIDENCE

4.1. BUILDING ON SUCCESS 4.2. HOW WE MEASURE We have evidence that inclusion of children PROGRESS with disabilities in school is possible. We have Dr Sarah Chapman (University of Cape Town) learned that even in the most challenging en- supported Light for the World in developing vironments and with extremely limited resour- a Monitoring and Evaluation system for ‚One ces, children with disabilities can be given a fair Class For All‘. The new system was rolled out chance of a quality education and a future. across the organisation in the second half of In our pilot project in Garango, Burkina Faso, 2016 and serves as good practice example for the percentage of children with a disability at- other parts of our work. tending school has risen dramatically since our To have evidence of the impact triggered by local inclusive education programme was laun- our programme, we will do an evaluation in ched: from only 4% in 2009 to over 60% today. 2020.

PILOT PROJECT GARANGO / BURKINA FASO

Light for the World proved that inclusion of children with disabilities in school is possible. With the model project in Garango, starting in 2009, we showed that the ambitious target of increasing the percentage of children with disabilities attending school from 4% to more than 60% is realisable.

FACTS

Population in the region 71,400

Children with disabilities at primary school age 1,300

Primary schools 100

Students 2014/15 16.403

Students with disabilities 2014/15 800*

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4.3. WHAT WE HAVE tantial progress in interlinking our projects and working at all levels, from the local project ACHIEVED SO FAR to provincial programmes to policy work at a national and international level. The indirect impact is much larger: approximately 100.000 OUR ACHIEVEMENTS IN THE START UP pupils profit from higher quality education. PHASE (Q4/2015 - Q4/2017) The programme in Burkina Faso quickly gained momentum and we implemented 22 different • 8,500 children with disabilities projects. reached through CBR Programmes The start in Ethiopia was slower due to Light •• 5,000 children with disabilities for the World having to obtain the approval attending school of the national and all three regional governments to start working. The implementation •• 900 Teachers trained accelerated during the second half of 2016 •• 300 schools reached with 15 projects rolled out.

•• Investment of EUR 2.3 million Light for the World has successfully led the Inclusive Education Task group of the Interna- tional Disability and Development Consortium Almost two years into implementation, ‘One (IDDC) during the campaign and has mana- Class for All’ started to trigger change. We re- ged to galvanise broad support. ached 8,500 children with disabilities through our CBR Programmes. We have also supported more than 5,000 girls and boys with disabilities to attend school in both countries and have worked with almost 300 schools and trained 900 teachers. We have made subs-

BURKINA FASO ETHIOPIA

Children in CBR Programmes Children in CBR Programmes

5,354 5,900 +10% 743 1,200 +61%

Children attending School Children attending School

2,639 3,000 +14% 1,045 2,300 +120%

Teachers trained Teachers trained

50 300 +500% 118 482 +408%

Schools reached Schools reached

62 200 +222% 88 100 +14%

2016 2017

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BURKINA FASO

HIGHLIGHTS • 22 projects in 10 localities • In 2017, we reached 5,900 children in eight CBR programmes in the localities of Dié- bougou, Garango, Koupela, Kaya, Gaoua, Manga, Zabre, and Nouna. • 3,000 children with disabilities were attending school. • We raised the number of trained teachers • We secured funding from the German Fe- to 300. deral Ministry for Economic Cooperation • We tripled the number of schools we work and Development (BMZ) for our pilot pro- with up to 200. ject in Garango. • We started inclusive school projects in • We started a teacher-training project in Kaya and Manga. collaboration with the national Ministry of Education to update and change the tea- • We started an innovative project for ac- cher-training curriculum. cessible school books for visually impai- red children. This ground-breaking project • We strengthen our collaboration with The made Burkina Faso the first francophone National Campaign for Education for All West African country in the area of ac- (CNEPT). In 2016, CNEPT focused its accessible information and communication tivities on education financing and cal- technology (ICT). led for the government to increase its financial commitments for education.

ETHIOPIA

HIGHLIGHTS • 15 projects in 7 localities • In 2017, we reached 1,200 children in three CBR programmes in Gondar (Amhara), Hawassa and Arba Minch (SNNPR). • In one year‘s time, we doubled the number of children with disabilities to 1,200. • We trained 482 teachers. • We adapted the successful Garango model to the Ethiopian context and started two regional inclusion projects in Gondar (Amhara) and Hawassa (SNNPR). • In 2017, three additional regional inclusion projects have started.

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• Light for the World is now officially reco- • A major breakthrough for our work was gnised as a technical resource partner in the development of the new Ethiopian education by the Ministry of Education. Education Sector Plan by the national government. The new five-year plan calls for • We have embarked on an exciting new pro- an increase of children with disabilities at- ject with Kotebe Metropolitan University to tending school from currently 4% to 75%. develop the university as a centre of exper- The government has approached Light for tise and exemplar of inclusive education. the World to support them to achieve this ambitious target. INTERNATIONAL

HIGHLIGHTS • Our Senior Inclusion Advisor Yetnebersh • In October 2016, the Light for the Wor- Nigussie, is the appointed civil society re- ld-led research on financing disability-in- presentative reporting on progress of the clusive education – #CostingEquity – was Sustainable Development Goals (SDGs) by launched at the United Nations General the Ethiopian government. That gave Light Assembly in New York. The report suc- for the World the chance to stress the im- cessfully put disability-inclusive education portance of inclusive education. finance in the spotlight. • Yetnebersh Nigussie was awarded the • The report was endorsed by over 121 or- Right Livelihood Award 2017 ‘for her inspi- ganisations across the globe, sending a ring work promoting the rights and inclu- strong signal that there is a dire need to sion of people with disabilities’. step up action by both donors and govern ments. • Our Inclusive Education Advisor, Nafi- sa Baboo, holds a critical position in the • We are also engaging in policy dialogues education sector as a board member of organised by the African Network for the Global Campaign for Education (GCE) Education for All, the British Council and the largest civil society movement on have been invited to speak on the topic at education. the World Bank.

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4.4. HOW CLAUDE LEARNED TO WALK

Like most children in Burkina Faso, Claude, World. A social worker took Claude’s case 3 years, was born at home. At birth everything and showed his mother how she could help seemed to be exactly as it was with his older her son with the simplest of resources: mas- brother, but shortly thereafter Claude’s mo- sages to relax his rigid muscles, games for ther realised that he could not move his left his cramped fingers and exercises with woo- foot properly and that his left hand remained den bars for mobility. His mother immedia- constantly constricted in a fist. tely took over responsibility for his care and worked with her child every day. Claude could not sit without a chair nor could he stand or walk. Since he could not play Today, Claude has beaten the odds and is with other children, his mother carried him training hard. After just six months he can on her back when she worked in the fields. Given his family could not afford therapy in stand alone on the wooden bars and pace the distant capital of Ouagadougou, what back and forth. He is finally able to do would become of him when he is older? something for himself in his life. His mother smiles proudly and looks on as Claude – a His grandmother told his family about a bit unsteadily – hops back and forth with his possible saving grace: a Community Based best friend Baba. Now he has the gift of a Rehabilitation project from Light for the future.

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5. PROGRAMME PLAN 2018 - 2020

Children reached through CBR Programmes

6,097 21,700 x 3.5 Starting Point 2016 Planned Achievement 2020 Children attending School

3,684 14,800 x 4

Teachers trained

168 4,100 x 24

Schools reached 150 x 3.5 530

5.1. ACTION PLAN 2018-20: BURKINA FASO

CHILDREN Starting from 2018, we will launch a new phase BY 2020 of our eight Community Based Rehabilitation we will reach 17,000 children with disabi- programmes in Garango, Kaya, Manga, Kou- lities directly through our CBR program- pela, Diébougou, Gauoa, Zabré and Nouna as mes in Burkina Faso and prepare them for the backbone for other activities. These CBR school. An even larger number will bene- partners are deeply rooted in their commu- fit, as families and communities have de- nities and built a strong network across the veloped a positive attitude towards child- country. ren with disabilities.

SCHOOLS We can build on our successful regional pilot project of creating inclusive schools in Garan- BY 2020 go, which is supported by and receiving sig- nificant attention from the national Ministry 8,300 children with disabilities will have of Education. Together with our partners, we access to quality education and 1,600 will further develop similar projects in other teachers will have been trained on inclu- regions (e.g. Kaya). We work with the public sive education and will be teaching child- education system and the Catholic Church, ren with specific learning needs. which is the largest actor offering private education in Burkina Faso.

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POLICIES The new national strategy on inclusive educa- BY 2020 tion builds a solid basis for our policy work, national strategies for inclusive education we also find a very active Department for In- will have been translated into practice clusive Education within the national Ministry and there will be existing best practice of Education. We will support the Ministry to examples. 2% of the public education further develop its capacities. We will engage budget will be dedicated to inclusive in increased networking and relationship buil- education. ding, as a unified and coordinated voice will be needed to influence national policies and plans.

5.2. ACTION PLAN 2018-20: ETHIOPIA

CHILDREN We build on a strong network of governmental BY 2020 and non-governmental CBR partners in and around the towns of Gondar, Hawassa and we are aiming to triple the number of chil- Arba Minch. In the coming years, we will ex- dren reached directly by CBR partners. pand the CBR projects to new areas. The now Advocacy and awareness raising will also compulsory pre-school education leads to an result in increased provision of disabili- increased availability of kindergarten classes. ty-responsive services by governmental We advocate for integrating disability inclusi- and other partners. on into the training of kindergarten teachers.

SCHOOLS Ethiopia has a strong system of inclusive educa- BY 2020 tion resource centres offering technical support to surrounding schools. We can build on and ‚One Class for All‘ will directly result into further strengthen this system. We will also the enrolment of 6,500 children with expand our cooperation with teacher training disabilities. At least 2,500 teachers will institutes to ensure that inclusive education have been trained and will be well equip- becomes part of their curricula and that every ped and motivated to practice inclusive new teacher is trained in inclusive education. education.

POLICIES The Ethiopian government has stated a clear commitment to inclusive education in their BY 2020 Education Sector Development Plan V: The relevant policies will have been made di- aim is to increase the percentage of child- sability responsive and put into practice. ren with disabilities attending school from Knowledge will be gained through ‘One currently under 5% to 75%. Two Light for the Class For All’ and will be used to promote World programme officers are already based further development of inclusive educa in the Regional Education Bureaus in the Am- tion in the rest of the country. hara Region and SNNPR. They are working with the officials on creating evidence and good practice on regional level.

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5.3. INTERNATIONAL ACTIVITIES Our goal is that all education funding to pro- We plan to launch a worldwide petition calling jects and programmes from bilateral, multila- on heads of state to invest in disability inclu- teral donors and foundations be contingent on sive education. Our goal is to show overwhel- disability inclusion. We deepen our advocacy ming and undisputable support for our move work to ensure investment in disability-inclu- ment that would push for a step change. sive education. Our follow up campaign to We will gather evidence and support ad- #CostingEquity will focus on increasing inves- vocacy on national level in preparation for the tment in early childhood development (ECD). High-Level Political Forum focus on Educa- A research on policy and financing trends tion in 2019 and the 2020 Global Education of major ECD donors such as the European Monitoring Report on inclusive education. Our Commission will form the basis of the campa- support will amplify the voices of civil socie- ign. In parallel, we aim to increase understan- ty and the disability movement in particular, ding of the benefits of early identification and in-country reporting on progress made to- intervention amongst parents of children with wards ensuring the right to education for all disabilities, activists, community workers and – thereby supporting a disability inclusive SDG the health system. monitoring and reporting framework.

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5.4. OUR IMPACT IN FIGURES We dream of a world where every child has LEVEL 3 IMPACT: indirect and long-term the right to dream – and access to education. through advocacy & networking Where no child, regardless of their abilities, is We influence the education policy of Burkina denied their crucial right to education and as- Faso and Ethiopia; consequently, they increa- sert a positive imprint on society. se their efforts for inclusive education which With an investment of additional EUR 7 milli- will lead to a percentage of 50 – 75 % of child- on, we achieve impact on three levels. ren with disabilities in mainstream schools. In one generation, an equivalent of 1.5 million LEVEL 1 IMPACT: direct beneficiaries children with disabilities will have access to Direct beneficiaries in our programme, as school. shown through our Monitoring and Evaluation system. By 2020, 14,800 children with disabili- FIGURES AT A GLANCE - TABLE BELOW ties will attend school directly in our program- The table shows the numbers of children with mes. Compared to 2016 we scale it by 4 times. disabilities reached on the three levels. The 2045 figures are based on a yearly population LEVEL 2 IMPACT: broader impact through growth of 3.5% for Burkina Faso and 2.6% for trigger out effect Ethiopia. Working with regional education authorities in the future a substantial share of teachers ADDITIONAL BENEFITS trained will have a positive attitude to disa- • We will have a regional impact in West and bility and have basic ideas on the concept of East Africa and an impact on international inclusive education; thus, we can expect that level - as our programme will be seen as a a higher share of children with disabilities in pilot for other countries. those schools where they will be placed, will be admitted. Based on our projections by • The initiative is sustainable, as we hold the 2020, 10% or a total of 150,000 children with local and national actors accountable and disabilities will have access to quality educati- they take the ownership. on in both countries. • In the long run the initiative has a huge po- Level 1: direct beneficiaries sitive economic impact, thus also making an important contribution to lift individuals out of poverty and influence the develop- Level 2: broader impact ment of African countries and societies.

Level 3: indirect and longterm impact

IMPACT LEVEL YEAR BURKINA FASO ETHIOPIA TOTAL

Direct beneficiaries 2020 8,300 6,500 14,800

Broader impact 2020 24,000 126,000 150,000

Indirect long-term impact 2045 300,000 1,200,000 1,500,000

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6. THE PART YOUR INVESTMENT PLAYS

6.1 INVESTMENT VOLUME 2018 - 2020 To transform the lives of the most vulnerable children in one of the poorest regions on earth we need an additional investment volume of EUR 7 million by 2020.

PLAN : 12/2017 NEEDED INVESTMENTS SECURED FUNDS

PROGRAMME IMPACT

4 MIO TRIGGER FOR SYSTEM 3 MIO CHANGE

2.8 MIO

2 MIO 2.3 MIO

1.7 MIO

1 MIO 1.33 MIO

1 MIO

2016 2017 2018 2019 2020 2016 2017 2018 2019 2020

INVESTMENT VOLUME INVESTMENT PER PROGRAMME AREA

32% Rehabilitation & Health

Family & € 7,000,000 CHILDREN Community 8% 44% 12% TO TRANSFORM Exchange & Learning THE LIVES OF THE MOST POLICIES VULNERABLE CHILDREN 19% Legal Framework SCHOOLS 28% IN ONE OF THE POOREST 11% REGIONS ON EARTH 37% Inclusive Schools 9% Teacher Training

21 One Class For All INVESTMENT CASE

To implement the activities that lead to the impact we want to achieve, we need to make the following investments:

LEVEL AREA BURKINA FASO ETHIOPIA TOTAL

Children Reha & Health 1,330,000 € 910,000 € 2,240,000 €

Family & Community 392,000 € 448,000 € 840,000 €

Schools Inclusive schools 1,190,000 € 735,000 € 1,925,000 €

Teacher Training 245,000 € 392,000 € 637,000 €

Policy Legal Framework 315,000 € 476,000 € 791,000 €

Exchange & Learning 371,000 € 196,000 € 567,000 €

Total Per country 3,843,000 € 3,157,000 € 7,000,000 €

6.2. LEADERSHIP FORUM

Starting from 2016, a group of 12 influential philanthropists and potential donors in Aus- and high-ranking people committed to lead tria, Switzerland and Germany. For the start ‘One Class For All’ together with Light for the up phase 2015 - 2017, we got gifts and com- World. mitments from individuals and foundations of a total of EUR 2,300,000. For the next phase This group – the Leadership Forum – spreads until the end of 2020 we need additional EUR our common vision to the philanthropic world 7 million. and links the initiative to influential networks. Philanthropic foundations and the private sec- These commitments trigger huge investments tor help to achieve massive strides forward, by from the federal and provincial governments investing in systematic change towards disa- of Burkina Faso and Ethiopia, as well as con- bility-inclusive education. tributions of local communities, investments from big mainstream NGO‘s (e.g. Save the Starting from September 2016 the meetings Children, Plan International, Global Campaign of the Leadership Forum were hosted by for Education members), international foun- H. S. H. Prince Philipp von und zu Liechten- dations and government development agen- stein in Vienna. With the support of these lea- cies. ders it was possible to position Light for the World as a champion for inclusive education in philanthropic networks. Investors and philanthropists support could play a catalytic role in securing the rights of children with disabilities to a quality, inclusive, education. Through the Leadership Forum and additio- nally we built up a considerable network of

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6.3. THE ROLE YOU CAN PLAY

But for this kind of progress to continue, and be replicated elsewhere, we need support „It always seems impossible from visionaries like you. until it‘s done“ Nelson Mandela To deliver our programme, and our main target of doubling the enrolment rate of children with disabilities and give 15,000 children access to quality education by 2020, we need an We have big ambitions. Together we can un- investment of at least EUR 7 million. leash the potential of 1.5 million excluded chil- This will trigger change across Sub-Saharan dren through inclusive education and set out Africa, ensuring inclusive and equitable quality to prove that systematic change is an attain- education for tens of millions of girls and boys able goal and not a pipe dream. with disabilities for future generations. Our pilot project in Garango, Burkina Faso, It finally will lead us to a future where no child, showed us that it’s possible! We achieved an regardless of their abilities, is denied their cru- increase in the number of children with disa- cial right to education and assert a positive bilities attending school from 4% in 2009 to imprint on society. more than 60% just five years later.

With your investment, you will give the present of education and an end to isolation for 1.5 million children with disabilities in Africa.

23 One Class For All

Light for the World Niederhofstraße 26 1120 Vienna, Austria www.light-for-the-world.org IBAN AT92 2011 1000 0256 6001 BIC GIBAATWWXXX