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Donor Support to Inclusive Education for Children with Disabilities: Who Does What in GPE Partner Countries?

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Bibliographic Details
Title: Donor Support to Inclusive Education for Children with Disabilities: Who Does What in GPE Partner Countries?
Language: English
Authors: Stuart Cameron, Sophia D’Angelo, Daniela Gamboa Zapatel, Maria Qureshi, Global Partnership for Education (GPE)
Source: Global Partnership for Education. 2024.
Availability: Global Partnership for Education. Available from: World Bank, MSN P6-600, 1818 H Street NW, Washington D.C., 20433. Tel: 202-458-0825; Fax: 202-522-3923; e-mail: information@globalpartnership.org; Web site: http://www.globalpartnership.org
Peer Reviewed: N
Page Count: 51
Publication Date: 2024
Document Type: Reports - Evaluative
Descriptors: Students with Disabilities, Donors, Developing Nations, Inclusion, Partnerships in Education, Foreign Countries, Intervention, Access to Education, Equal Education, Financial Support, Educational Finance
Geographic Terms: United Kingdom, United States, Norway, Finland
Abstract: Children with disabilities remain among the most excluded from education in Global Partnership for Education (GPE) partner countries and other lower-income countries. Despite considerable activity funded both through GPE and by other donors, as well as by partner countries themselves, the level of international support to inclusive education remains too low and patchy for countries to transform their education systems so they are fully inclusive of children with disabilities. Development partners need to coordinate; help to build a stronger evidence base at global, regional and national levels; and go beyond isolated interventions to support reforms that have the potential to make the whole system more inclusive. To do this, development partners need to share knowledge on their activities globally and at the country level. This paper, and the underlying mapping exercise, aims to facilitate knowledge sharing in the sector by analyzing thematic and geographic focus areas of major development partners supporting inclusive education.
Abstractor: ERIC
Entry Date: 2024
Accession Number: ED660704
Database: ERIC
Description
Abstract:Children with disabilities remain among the most excluded from education in Global Partnership for Education (GPE) partner countries and other lower-income countries. Despite considerable activity funded both through GPE and by other donors, as well as by partner countries themselves, the level of international support to inclusive education remains too low and patchy for countries to transform their education systems so they are fully inclusive of children with disabilities. Development partners need to coordinate; help to build a stronger evidence base at global, regional and national levels; and go beyond isolated interventions to support reforms that have the potential to make the whole system more inclusive. To do this, development partners need to share knowledge on their activities globally and at the country level. This paper, and the underlying mapping exercise, aims to facilitate knowledge sharing in the sector by analyzing thematic and geographic focus areas of major development partners supporting inclusive education.