Creating a role model of Inclusive Education

Plan International Bangladesh aims to demonstrate that inclusive education can be implemented within existing systems, institutions and structures. The project includes 50 schools, more than 300 teachers and over 100 other relevant institutions as well as more than 20,000 students and out-of-school children.

Problems Targeted

Opportunities for quality primary education through mainstream system are still limited for children of diverse social, geographical, or cultural groups and children of poverty stricken families. Children with disabilities and children from ultra-poor families, urban slums, ethnic groups, and hard to reach areas are largely marginalized and excluded. Lack of understanding and skill regarding Inclusive Education creates barriers to allowing these excluded and marginalized children to participate in the mainstream primary education system.

Solution, Innovation and Impact

The project is working to address all the major challenges and barriers to Inclusive Education at the community, school, and governance level by raising awareness, building capacity and skills, and changing the attitude of the existing system. The project is transformative in nature, following the social model of inclusion. In addition, it is following government policies, strategies, and regulations, thereby increasing the opportunity to scale-up the model. It evaluates local-level challenges based on existing primary education structure, facilities, and interventions; and takes into consideration the activities and views of schools, teachers, and children. Moreover, it is comprehensive in nature, addressing multifaceted challenges and barriers at all levels, while at the same time promoting innovative and alternative solutions.

Funding, Outlook and Transferability

In 2016 the project will support some 50 primary schools and more than 20,000 students. The project has already started to influence policies and guidelines, and a number of international organizations are in the process of replicating the project model. Though the initial costs were high because of many foundational activities (e.g., research, programme and intervention designs, etc.), the implementation costs at the individual school level are low as the project works with the existing education system.