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Campaign demands

GCE believes that a huge impact on the right of people with disabilities can be made through efforts by national governments to deliver the following 7 strategies:

  • Create appropriate legislative frameworks and set out ambitious national plans for inclusion.
  • Provide the capacity, resources and leadership to implement ambitious national plans on inclusion.
  • Improving data and building accountability for action
  • Making schools and classrooms accessible and relevant for all
  • Ensure enough appropriately trained teachers for all
  • Challenging attitudes which reinforce and sustain discrimination
  • Create an enabling policy environment for inclusive education, through cross-sectoral interventions
  • These strategies must be supported by bilateral donors and the international community through development cooperation.

Bilateral donors must:

  • Meet the long-standing commitment to allocate 0.7% of GNI to aid and allocate at least 10% of aid budgets to basic education, with a particular focus on supporting country plans in the lowest income countries.
  • Ensure that aid supporting inclusive education, or targets that reduce disabled children’s exclusion, are commensurate with the needs and gaps for meeting the EFA and MDG targets.
  • Ensure that aid supports the scaling up of national plans and does not add to fragmented and small scale efforts on inclusive education, while adhering to internationally agreed principles on aid effectiveness.
  • Ensure that development assistance for education programmes, plans and polices includes support for inclusive education, and donor agency staff have the capacity and necessary understanding to support this.
  • Strengthen and support the capacity of partner governments to address inclusion through planning, implementation, monitoring and evaluation.
  • Ensure all education programmes support learners with disabilities, with particular attention to those who are most marginalised or face multiple disadvantages, such as girls or children with higher levels of physical, or learning disability.
  • Support partner governments to ensure adequate coordination amongst ministries and between government, civil society and other development partners, through processes such as the LEGs and other national policy planning forums.

The international community must:

  • Build clear and measurable global targets for inclusive education and disability into the post 2015 agenda, ensuring that inclusive education is explicitly referenced within the post 2015 agenda.
  • Prioritise the development of reliable data collection on education and disability (including according to type of disability and support needs) to enhance tracking and monitoring of progress on post 2015 goals.
  • The Global Partnership for Education (GPE) must become a champion of inclusive education for children with disabilities. This would include ensuring sufficient expertise within the country support teams; the production of guidelines that could help improve the inclusion, including guidelines to support improved data collection; and the mainstreaming of inclusive education perspectives into assessment processes.
  • GPE must work towards ensuring that Local Education Groups (LEGs) have genuine space for organisations which represent people with disabilities and DPOs.