The transformative power of a holistic approach to gender equality, disability inclusion (GEDSI) and safeguarding in education programming

• In Event: Strengthening Inclusion in Pedagogy

Proposal

Abstract CIES 2024 The Power of Protest
Formal paper presentation (individual submission) - Submission to the Special Interest Group on Inclusive Education.
Submission by Social Development Direct and Sightsavers:
SDDirect: Andrea Watkins, Principal Consultant,
Manjola Kola, Associate Consultant
Sightsavers: Liesbeth Roolvink, Deputy Technical Director Inclusive Education

Title of the session:
The transformative power of a holistic approach to gender equality, disability inclusion (GEDSI) and safeguarding in education programming
This presentation is based on applied research and a qualitative review of large donor funded education programmes in lower-income countries and smaller scale NGO initiatives to determine key components that had the most efficacy in driving forward GEDSI transformative practice and contribute to the knowledge base on what are the most effective strategies to promote inclusive development and equity in education. This is critical for SDG4 and the Education 2030 agenda, which is based on the global commitment to leave no one behind. However, the UN Secretary-General’s new report on SDG progress warns that progress is in peril with only 12% of targets on track . It is driven by a rights-based and participatory approach to education programming to ensure inequalities and injustices are addressed more effectively by giving the most marginalised groups (women/girls and people/children with disabilities in particular) a voice and include them in decision making to ensure their perspectives are taken into account.
Participation is a core human rights principle, firmly rooted in international human rights law. Globally, it is widely acknowledged that Sustainable Development Goal (SDG) 4 to ensure inclusive and equitable education for all by 2030, cannot be achieved without investing in inclusion and this requires diverse partnerships among key stakeholders, including marginalised groups. Partnerships can add value by bringing together a range of technical skills, resources, and influence; increasing the profile of gender responsive and disability-inclusive development; strengthening the education sector and promoting cross-sectoral collaboration and amplifying the voice of women and girls and people with disabilities and their representative organisations.
In education there is a strong call for inclusive education systems where all learners including girls and children with disabilities can learn together with their peers in schools and classes in their community, receiving the support they need to thrive in safe and inclusive learning environments. In order to do so effectively, it is critical to ensure representation of marginalised groups and meaningfully engage them at all stages of the planning cycle so their voices are heard and their perspectives, based on lived experiences, are taken into consideration in decision making.

Findings from the review indicate a cross-cutting approach is essential in disability, safeguarding and social inclusion mainstreaming. Learners self-report of agency, empowerment and improved access to learning were achieved when there is a high level of community and parental engagement, when teaching staff were trained on disability inclusive teaching techniques, and schools were supported to create more inclusive and accessible schools . Initial evidence suggests that these investments may lead to improved wellbeing and educational outcomes for the most marginalised learners.
Key lessons learnt will be highlighted, including the need for disaggregated data, a sufficient exploration of intersectionality, and the importance of identifying specific needs of learners and measuring progress over time . Learning takes many forms, it is not only academic performance but also social emotional learning and the acquisition of life skills that builds resilience, self-efficacy, and empowerment. Disability and gender inclusive safeguarding must be a primary consideration in the design stage of programming to truly achieve a sustainable cross –cutting framework. Key aspects of modelling an integrated evidence based and adaptive framework will be outlined as well as the challenges, opportunities and considerations this brings for education programming.
This learning review carries significant importance for the Global Education 2030 agenda and ensuring SDG4 can be achieved, which is impossible without effectively addressing inclusion. By reflecting on different strategies to promote inclusive, safe and adaptive programming in education both during design and implementation and tested in various contexts, we identified effective crosscutting approaches that can be replicated and scaled up globally in different settings. The findings include reflections on challenges and recommendations for inclusive and safe programme delivery to contribute to the global dialogue on transforming education to address the learning crisis and enhance inclusive and safe education programming at scale to ensure no child is left behind as committed to in the SGDs.

Keywords- inclusion, global education, gender, safeguarding, access, empowerment, advocacy, disability, equity, agency, SGD4, sustainability

Authors

• Liesbeth Roolvink, Sightsavers

• Andrea Watkins, Social Development Direct

• Manjola Kola, Social Development Direct