Addis Ababa, Ethiopia – June 10, 2025 – The Ethiopian Center for Disability and Development (ECDD) proudly announces the successful completion of its flagship “Ensuring Quality and Inclusive Education for Children with Disabilities Program – Phase II (EQIEP-II).” Implemented from January 2022 to December 2024 with generous support from CBM, this transformative three-year initiative significantly advanced inclusive and quality education for children with disabilities in selected primary schools and teacher training colleges across the Amhara and SNNP regions. Target schools included Gimjabet and Addis Kidam (Awi Zone), Ebenat (South Gondar), Robit (North Wollo), Felege Abay and Teyema (Bahir Dar), and Injibara TTC in Amhara; and Selamber (Gurage Zone), Lote Mulu (Gofa Zone), Karat (Konso), and Arbaminch TTC in SNNPR. The program focused on improving school accessibility, training teachers, and promoting inclusive practices, enabling hundreds of children with disabilities to learn in supportive, mainstream environments.
The EQIEP-II project was designed with the overarching goal of supporting Ethiopia’s 5-year education plan by ensuring all students, regardless of disability, gender, or location, have access to quality education. With a combined budget of over ETB 18.7 million across both regions, ECDD effectively utilized approximately 96% of the allocated funds to deliver impactful interventions.
Key Achievements and Impact:
The project focused on several key result areas, achieving remarkable success:
- Improved Access to Quality Inclusive Primary Education:
- Awareness & Mobilization: Extensive awareness-raising sessions were conducted for over 350 caregivers, parents, PTA members, school management, and community leaders, significantly shifting attitudes towards disability and the importance of education. This directly contributed to increased enrollment of children with disabilities.
- Identification & Referral: Over 190 teachers, CBOs, and community workers were trained on identifying children with disabilities and establishing referral linkages, ensuring more children reached appropriate educational support.
- Resource Provision:
- More than 750 essential assistive devices (including slates, styluses, Braille paper, digital recorders, white canes, crutches, and wheelchairs) and scholastic materials were distributed, directly breaking down barriers to learning.
- Inclusive Education Resource Centers (IERCs) in target schools were established or strengthened with Montessori kits and vital equipment, creating more engaging and supportive learning environments for all children.
- Strengthening OPDs: Office equipment, technical training, and even IGA seed capital were provided to Organizations of Persons with Disabilities (OPDs), enhancing their advocacy capacity and operational efficiency.
Enhanced Capacity of Teachers and TTCs:Teacher Training: Over 290 teachers received training on student-centered classroom management, continuous assessment, IE/SNE teaching processes, and adapting curriculum for diverse learners.
TTC Engagement: TTCs like Arbaminch and Injibara Colleges of Teacher Education saw curriculum reviews in light of inclusive education and Disability Inclusion Awareness Training (DIAT) for over 150 staff members, fostering a more inclusive institutional culture.
Accessibility Modifications: Accessibility audits led to the construction of ramps, signage, and other modifications in target schools and TTCs, creating physically accessible environments.
Experience Sharing: Teachers participated in valuable experience-sharing visits to model inclusive schools, gaining practical insights and motivation.
- Fostered Disability-Inclusive and Gender-Responsive Learning Environments:
- GBV & MHM: Over 280 teachers, PTA members, and girls’ club leaders were trained on disability and gender-based violence (GBV). Crucially, hundreds of girls received training on Menstrual Hygiene Management (MHM), including the production of reusable sanitary pads, empowering them and ensuring school attendance.
- Club Support: Girls’ clubs and Inclusive Education clubs received stationery and capacity-building support, promoting peer learning and advocacy.
- IDPD Commemoration: The International Day of Persons with Disabilities was observed in target schools, raising community awareness and celebrating the achievements of persons with disabilities.
- Economic Empowerment of Families:
- Over 150 caregivers of children with disabilities received Basic Business Skills training.
- More than 130 families received start-up capital to engage in Income-Generating Activities (IGAs) like animal rearing and petty trade to enable them to better support their children’s education and well-being. This has not only improved livelihoods but also positively shifted family attitudes towards their children with disabilities.
Overcoming Challenges, Building Sustainability:
Despite challenges such as regional security issues, logistical complexities in remote areas, and inflation, ECDD, in collaboration with local government stakeholders, schools, and communities, successfully navigated these hurdles. Lessons learned, such as the power of co-funding for accessibility modifications and the community’s readiness to embrace inclusion, will inform future programming.
ECDD extends its heartfelt gratitude to CBM for their unwavering support, and to all regional and local government partners, school communities, OPDs, and dedicated project staff whose collaboration was instrumental in the success of EQIEP-II. The project has laid a strong foundation for continued progress in inclusive education, ensuring a brighter, more equitable future for children with disabilities in Ethiopia.