Keywords: East-Central Africa, Training intermediaries, mainstreaming inclusive education in emergency situations 

East Eagle Foundation

East Eagle Foundation (EEF) is an NGO in the Democratic Republic of the Congo that provides tools and guidelines for supporting the education of children with disabilities in emergency situations. These are the only tools that have been approved by UNICEF and the relevant Ministries. East Eagle Foundation has trained more than 250 experts across all sectors in inclusive education in emergency situations. They want to replicate their model in similar contexts and are in discussions with stakeholders in Zambia.

About the practice at a glance
Name of OrganisationEast Eagle Foundation
Type of organisationNGO
of Implementation
Democratic Republic of Congo
Year started2009
Funding modelProject cost to date is 50.000 dollars. Public Funding (Ministry of Education) + Civil Society Funding (Handicap international and Stand Proud)


EEF has trained more than 250 actors involved in education in an emergency situation (Ministry of Education, Ministry of Social Affairs, UNICEF, NGOs, Schools, Researchers, etc.).  

EEF has provided the tools and guidelines for taking account of children with disabilities in educational activities in an emergency situation to more than 1,020 NGOs and schools in the DRC. 

Since the Transversal Protection Task Force was officially accepted by the Education Cluster (in which the lead is UNICEF in the DRC) which brings together all the actors in the education sector, the number of members has risen and today there are more than 250 members representing the United Nations agencies, the Congolese government, the NGOs, schools and researchers. 

The Ministry of Primary, Secondary and Professional Education has adopted our tools and guidelines for use by the actors in education in an emergency situation. 


We asked projects to outline their impact model (also called Theory of Change) – their main target groups, the key activities they offer these target groups, and what impact they want to achieve:

Target GroupActivityImpact
organizations involved in the field
of education
Build their capacity to develop
strategies and guidelines that
translate country’s education
laws/recommendations about the
inclusive education into practical
actions and create an informal
networking for knowledge sharing.

Organizations involved in the field
of education adopted a common
guidelines and tools about
inclusive education.
Services providers (schools,
universities, training centers, etc)
Build their capacity to use the
guidelines that help include
children with disabilities in
education activities and
accommodate a student with a
Services providers (schools,
universities, training centers, etc)
know how to involve a student
with disabilities in education
activities and how to
accommodate a student with a
Patents of children with
Consult the parents of children
with disabilities to identify other
specific challenges that affect the
schooling of their children with
disabilities and collect their views
about how to address them
Other specific challenges that
affect the schooling of the children
with disabilities are identified and
the the views of parents of
children with disabilities on how to
address these challenges are
taken into consideration during
the development of tools and


EEF has not replicated our innovation yet, but we have a clear idea about what to replicate, where and with which partners.

EEF wants to help governments of Burundi, Kenya, Rwanda, Uganda, and Zambia to strengthen their capacities for inclusive education at national and local level by helping them develop effective policies, strengthening the capacity of the services providers to welcome and respond effectively to the needs of children with disabilities, and refine their advocacy activities. The main activities of the project will involve: 1) Develop or/and refine existing documents/guidelines in order to translate the policies and laws into actions; 2) Build capacity of education actors, including NGOs, CBOs, Schools, Universities, government officials and other institutions to implement the tools and guidelines; 3) Create an informal network of organizations that work in the field of education to share examples of good practices in the inclusion of children with disabilities in education programming, improve data collection efforts and identify new challenges toward inclusive education. 


In October 2018, our former CEO was in mission in Zamia, and He had an opportunity to meet some leaders and organizations working for inclusion and disability rights. He shared his experiences and strategies we have put in place to help Congolese government at all level to implement that translate their laws and recommendations about promoting inclusive education for children with disabilities into practical actions in order to make it a reality. Then we decide to update our expansion plan and explore some opportunities to expand our innovation in order countries with a similar educational context as the DRCongo. Now we have volunteers ready to travel to these countries to implement the innovation. We look forward to raising fund for operation costs and other expenses. 

We have a project owner for this program, with the necessary skills and seniority:  


Joining the Zero Project Impact Transfer program is an opportunity to connect with other organizations that work in the same area and field (this will facilitate the replication and expansion), to receive strategic support including capacity building and community support that can help us refine our business model and expand our innovation, and access fundraising opportunities to fund the project implementation

In participating in the Impact Transfer program, we hope to address two key challenges: 1) Refine our business model to maximize project sustainability; 2) Raising 12 months financing to implement the innovation in other countries: Burundi, Kenya, Rwanda, Uganda, and Zambia; 3) Receive connections and networking opportunities to facilitate project implementation in expansion areas.