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Pillar 1: Increasing the evidence base on educational participation of children with disabilities – to strengthen the evidence base on the economic, social, and system-level structures that impact inclusion for children with disabilities, and the return-on-investment on different types of policy and programmatic interventions to support inclusive education in Africa.

The Disability-inclusive Education in Africa Program provides advisory and analytical support across three pillars: Demand-side barriers: Stigma and attitudinal barriers internalized parental and family misconceptions about children’s ability to learn family resources and caregiving dynamics financial supports welfare provisions and eligibility criteria.Īddressing the myriad of individual, community, and system-level barriers to disability-inclusive education requires a comprehensive ecosystem approach towards the design and implementation of targets the inclusive education. Supply-side barriers: Physical accessibility of school buildings, classrooms and toilets as well as their neighborhoods transportation means to get to school inaccessible learning materials, inflexible curricula, teaching methods and examinations teacher and educator knowledge on inclusive teaching practices discrimination on the basis of disability.Ģ. Specifically, the program promotes strategic use of resources for disability inclusion and provides flexible support for emerging needs and priorities in project preparation.Ĭhildren with disabilities worldwide face cultural, economic and social barriers from within and outside the education system that directly or indirectly impact their ability to get a high-quality education, such as:ġ. Increased access and enrollment of girls and boys with disabilities in targeted African countries.

Increased use of evidence-based programmatic and policy recommendations as well as tools to design and implement inclusive education interventions by African governments and development practitioners.

The Disability-Inclusive Education in Africa Program aims to benefit students with disabilities in Africa by financing World Bank-executed activities that leverage USAID programs, World Bank projects, and analytical work. In 2017, the World Bank and USAID established the Disability-Inclusive Education in Africa Program, a $3 million trust fund to increase access for children to primary school and to design and implement inclusive education programs across Africa. Recent studies show a positive wage return on education for children with disabilities, while the costs of exclusion of persons with disabilities from the labor market range from 3% to 7% of a country’s GDP. The schooling deficit experienced by children with disabilities can become the most challenging impediment to earning an income and long-run financial health as adults.

Today, an estimated 65 million primary and secondary school-age children have disabilities – close to half of them are out of school.Įxclusion of children with disabilities from education has an adverse economic impact at the family, community, and country level. In Africa, an estimated 6.4% of children in this age range have moderate or severe disabilities and less than 10% of all children with disabilities under the age of 14 are attending school. Globally, there are between 93 and 150 million children with disabilities under the age of 14, according to the 2011 World Report on Disability. Click to view: Context | Strategy | Results | Events