University of Cambridge
In Ethiopia, commitment to promoting inclusive education for children with disabilities has remained high on the government’s agenda, yet challenges remain in achieving this goal. Since 2018, the government’s large-scale education reform programme, the General Education Quality Improvement Programme for Equity (GEQIP-E), has had a specific focus on promoting inclusive education for children with disabilities through the provision of additional school grants, and the promotion of Inclusive Education Resource Centres. In this paper, we draw on data from the Research for Improving Systems of Education (RISE) Ethiopia, to explore the perspectives of system- and school-level stakeholders involved in supporting education for children with disabilities as part of the GEQIP-E programme. We explore the progress and challenges in this area, and highlight some of the factors that limit the implementation of strategies intended to support inclusive education at the system and school level. We show how children with disabilities continue to face significant challenges in accessing and benefiting from education. Based on our analysis, we put forward a number of recommendations including the need for better data and evidence on education for children with disabilities—including their wellbeing and experiences within the school context—and the need for more resources to address and support inclusive education.
Yorke, L., Hailu, B.H., Rose, P. and Tefera, T. 2022. The Pathway to Inclusive Education in Ethiopia: Perspectives of System- And School-Level Stakeholders. RISE Working Paper Series. 22/115. https://doi.org/10.35489/BSG-RISEWP_2022/115