Equity, Social Cohesion and Children with Disabilities
Background Education is one of the most effective ways to break the cycle of discrimination and poverty that these children and their families often face. Targeted policies are essential to address the needs of children with disabilities and provide them access to a quality education. Research shows 90% of children with disabilities do not attend school in developing countries1. Children with disabilities are also more likely to drop out of school than any other vulnerable groups2. In Myanmar, a recent survey3, found that ‘around
318,000 Myanmar children younger than 15 years were disabled, 249,000 of them of school-age (6–15 years). The same study also states that ‘Persons with disability in Myanmar were found to be economically, socially and educationally disadvantaged. Almost half the people with a disability never attended school compared with the national average enrolment rate of 84 per cent, and only 2.2 per cent of people with disability had completed university qualifications, as compared with 12 percent of the non-disabled population.
The Ministry of Education’s prioritization of education for children with disabilities was commended at the recent Myanmar Learning for All Ministerial Meeting, held in New York on 24 September 2013 as part of the UN Secretary-General’s ‘Education First’ global initiative. Immediately prior to this, the United Nations General Assembly held a High-Level Meeting on Disability and Development (HLMDD) with the overarching theme of “The way forward: a disability inclusive development agenda towards 2015 and beyond” as part of the UN General Assembly annual meetings at the UN Headquarters in New York. The HLMDD took place five years after the entry into force of the UN Convention on the Rights of Persons with Disabilities (CRPD), which Myanmar signed in 2012; two years after release of the first World Report on Disability; and two years away from MDG 2015 target and commencement of the post-2015 agenda and new 1 Source: UNESCO 2 Source: Global Partnership for Education
3 Ministry of Social Welfare, Relief and Resettlement and The Leprosy Mission International, Myanmar National Disability Survey, 2010, ay Pyi Taw, cited in the Situational Analysis of Children in Myanmar (2012), Ministry of National Planning and Economic Development UNICEF (2012), p 37
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development priorities. Within Myanmar, the local launch of the State of the World’s Children in May 2013 particularly focused on children with disabilities. However, children with disabilities have very limited access to social services. Many do not have access to any form of education; as many as 3 out of 5 children aged 615 with disabilities have never attended school, and less than one percent are enrolled in mainstream schools. Children with sensory impairments tend to be enrolled in special schools, some of these residential, rather than in mainstream schools. Schools and vocational training centres for children with disabilities are mostly located in urban areas; few services are available in rural areas. There are limited health and rehabilitation services specially adapted to children with disabilities; community based rehabilitation services are not commonly available. The reduced access to services and to social and cultural opportunities contribute to increasing the social exclusion children with disabilities are exposed to, in turn worsening the prejudices of communities, who tend to confine both adults and children with disabilities in separate spaces, rather than making efforts to ensure their access to social life and to the same opportunities as others. To this end, UNICEF in collaboration with the Ministry of Education, Department of Education Planning and Training intends to conduct “A Study on Knowledge, Attitudes and Practices towards Education of Children with Disabilities in Myanmar” to analyze and gather evidence on the extent to which the rights of children with disabilities in Myanmar are being fulfilled, in accordance with the CRC and the CRPD. Based on study findings, we will develop invention strategies such as developing comprehensive inclusive education policy, cohesive education for children with disabilities dialogue while developing education laws, promoting awareness raising while developing In-service/Pre-service Teacher Training manual, Story Books for ECD/NFE/EXCEL, Education Communication Strategy and Parents Teacher Training in Education sector in collaboration with social policy, communication for development and child protection sections/UNICEF in-house as well as key counterparts and partners as cross cutting issues to be able to change attitude and practices towards education of children with Disabilities in Myanmar. CHANGE: Intervention Research (July to December 2014): Education Sector Study: A Study on Knowledge, Attitudes and Practices towards Education of Children with Disabilities in MyanmarDuring this calendar year, Ministry of Education (MoE) and UNICEF is planning to conduct “a Study on Knowledge, Attitudes and Practices towards Education of Children with Disabilities in Myanmar” in coming months and it will focus on disability specifically, but will be predicated on a broad definition of inclusion in the education system, and a rights-based conceptual framework that is inclusive of all children, regardless of ability, gender, ethnicity, religion, socio-economic status, geographical location, or other attributes. Malar San Case Study for Advance in Social Norms: U Penn
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The results of the study can be used by the MoE to inform a key section on disability in the development of a national comprehensive inclusive basic education policy in Myanmar, which addresses the challenges identified and builds on existing opportunities, in order to build a fully inclusive education system, which enables all children, including children with different types of disability, to realize their rights to a quality education. The study will focus on disability specifically, but will be predicated on a broad definition of inclusion in the education system, and a rights-based conceptual framework that is inclusive of all children, regardless of ability, gender, ethnicity, religion, socio-economic status, geographical location, or other attributes. For policies to be effective, however, there also needs to be a positive enabling environment on the demand side, in which people are able and willing to include children with disabilities in mainstream education. Global evidence shows that it is often the attitudes and prejudices of the broader community that are the biggest barrier to progress. A range of psycho-social barriers, such as fear, or a lack of expectations, confidence, knowledge and skills about living and working with people with disabilities, as well as long-standing negative assumptions and beliefs have constrained progress, even where intentions may be supportive. Policy development, and improvements in the institutional and physical environment to provide greater access, need to go hand in hand with addressing perceptions, attitudes and actions toward children with disabilities, so that when they get to school, they are able to learn and reach their full potential in a positive enabling environment alongside their peers. There are three strong reasons why disable children cannot access to the quality education. They are: 1) Most of people think that it is not necessary to send disable children to school because they cannot learn very well. Some of them may able to learn lessons however; it will be very difficult to get suitable job and appropriate earning. 2) As a developing country, institutions as well as community have very limited capacity, knowledge and skills how to support children with disabilities for daily survival and further development. 3) Due to limited knowledge and capacity, most of government school structures are not children with disabilities friendly school environment except very few schools constructed by UNICEF during the Nargis Cyclone period. Government has to lay down policy and guideline Ministry of Education and community how to support school to become disable children friendly school. Factual Believe: Due to poverty and less of facilities and technology knowledge and skills, people believe that children with disabilities usually provide burden to others and they aren’t Malar San Case Study for Advance in Social Norms: U Penn
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able to survive themselves and can’t contribute anything to society. Empirical Expectation:
In our society, most of families with disable children only provide foods, clothes and shelter to the children and they believe that they fulfill their responsibilities to support disable children by doing so. Parents rarely send children to schools. Teachers are not very active to accept children with disabilities at government formal school like other children. (Exclusion) Normative Expectation: Now a day, due to global trend, international commitments, the requirement and development of children with disabilities, we believe that parents and community should provide support not only for physical wellbeing but also psycho-social support and sustainable development provision such as education and vocational trainings for daily survival. Personal Believe: Every child especially child with disabilities should get equal opportunity to get access to the quality education and appropriate vocational skill for their daily survival. Social Norms: Every parents, teachers, community members and counterparts from UNICEF project areas should support to children with disabilities to get equal access to the Quality Basic Education and appropriate vocational technical trainings to be able to nurture their most potential as like other children in the world. Reference Network Local: Parents, teachers, community and stakeholders are the prior network for children with disabilities. Resource mobilization: Dps, UN, NGOs and Civil Society in national level Norm Creation Everyone should support to children with disabilities to get equal access to the Quality Basic Education and appropriate vocational technical trainings to be able to grow all potential development as like other children in the world. Core Group: Parents, Teachers, community, Government officials and entire society
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Relationship Cycle (FB,PB,EE,NE and Social Norms)
FE: people believe that children with disabilities usually provide burden to others and they aren’t able to survive themselves and can’t contribute anything to society.
NE: we believe that parents and community should provide support not only for physical wellbeing but also psycho-social support and sustainable development provision such as education and vocational trainings for daily survival.
Social Norms
EE: , most of families with disable children only provide foods, clothes and shelter to the children and they believe that they fulfill their responsibiliti es to support disable children by doing so.
PE: we believe that parents and community should provide support not only for physical wellbeing but also psychosocial support and sustainable developmental provision such as education
Norm Abandonment: Children with disabilities are not capable to learn and work in society and they cannot survive without their families’ member support and they cannot provide any contribution to society. Core group: society
Parents, Teachers and community. Government officials and entire
Schemata (Norm Creation) Parents, teacher, community and government will send children to the school to encourage their confidence level, education, having professional skills and knowledge to bale able to survive their lives without depending on others. Scripts (Norm Creation) Parents send disable children to appropriate schools to learn not only literacy but also vocational trainings and Teachers and officials prepare everything for institution readies. Schemata ( Norm Abandonment) Malar San Case Study for Advance in Social Norms: U Penn
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People always help and assist to disable children not only providing services but also planning strategically to deliver and facilitate based on requirement of long and short term survival. Scripts ( Norm Abandonment) People help and assist to disable children based on requirement of sustainable development for daily survival without depending on their family members and environment. Social Norms: : Every parents , teachers, community members and counterparts from UNICEF project areas should support to children with disabilities to get equal access to the Quality Basic Education and appropriate vocational technical trainings to be able to nurture their most potential as like other children in the world.
Norm Creation: Everyone should support to children with disabilities to get equal access to the Quality Basic Education and appropriate vocational technical trainings to be able to grow all potential development as like other children in the world.
Schemata: Parents, teacher, community and government will send children to the school to encourage their confidence level, education, having professional skills and knowledge to bale able to survive their lives without depending on others
Script Parents send disable children to appropriate schools to learn not only literacy but also vocational trainings and Teachers and officials prepare everything for institution readies.
Norm Abandonment: Children with disabilities are not capable to learn and work in society and they cannot survive without their families’ member support and they cannot provide any contribution to society..
Schemata: People always help and assist to disable children not only providing services but also planning strategically to deliver and facilitate based on requirement of long and short term survival.
Script: People help and assist to disable children based on requirement of sustainable development for daily survival without depending on their family members and environment
Methodology Study design Community-based, cross-sectional comparative KAP (knowledge, Attitude and Practice) study will be carried out by using quantitative and qualitative research methods to generate evidence on the realization of the rights of children with disabilities. The mixed methods approach is the most suitable in a situation where limited data exists. The research questioners will be structure based on KAP methodology and will interact with four target groups. They are: 1) Policy Level: Government policy makers, parliamentary, opposition group leaders, politicians, celebrities, civil society leaders. 2) Management Level: Central MoE officials and other related ministries’ officials 3) Technician Level : State/District/Township Education Officials, Education Malar San Case Study for Advance in Social Norms: U Penn
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college officials, experts and technicians 4) Community Level : Teachers, parents, community leaders, children and children with disabilities Sample questioners to reflect social expectations and norms are attached in Table and detail target and questioners will be attached in ANNEX. S/N
Target
Questioners
1
Parents (Direct Family)
How children with disabilities treat in community?
2
Teachers
Do you think we should send children to school? How do you think and what is your perception Do you send your three or four year old children with disabilities to ECD schools/center? Children with disabilities should be hidden? If they are graduated, can they survive for daily income and support to the family How do you think if children with disabilities come and attend in your classroom? Pease explain your option? Can they learn effectively like others? Will they disturb other children learning? Children with disabilities should be hidden? If they are graduated, can they survive for daily income and support to the family
II) Intervention: After a transition to civilian rule in 2011, Myanmar is embarking on a period of extensive political and social reform under the leadership of President Thein Sein. The Government has consistently prioritised education reform as a key element of its overall socio-economic development strategy. In February 2012, H.E. Union President U Thein Sein endorsed a Ministry of Education (MoE) proposal to undertake a two-year Comprehensive Education Sector Review. This decision comes amidst a move toward a reform agenda aimed at raising the overall level of social and economic development in the country, with a focus on human development. Education is essential for a better quality of life for children with disability and is the key to development. Inclusive education cannot be attained without active participation and support from everyone especially the leadership, youth, school population and parents. Therefore, public awareness is very important and concentrated advocacy efforts are needed to put reform transformative education on the social, political and development agenda. Once the education reforms and Malar San Case Study for Advance in Social Norms: U Penn
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recommendations are in place, a broad societal mobilization is pivotal to transform these into actions. The key interventions planned to conduct to promote education for children with disabilities based on KAP disabilities study findings are as follow: To advocate Education. Development and participation rights for Children with Disabilities while developing Education Laws in Myanmar To Develop Comprehensive Inclusive Education Policy together with all stakeholders and fostering private and public partnership for job creation with some incentive schedule for private sector entrepreneurs Promoting awareness raising while developing In-service/Pre-service Teacher Training manual, Story Books for ECD/NFE/EXCEL, Education Communication Strategy and Parents Teacher Training in Education sector in collaboration with social policy, communication for development and child protection sections Organized Diffusion of Deliberations
Inclusive Education Policy Development: to raise awareness and create norm expectation Study on Knowledge, Attitudes and Practices towards Education of Children with Disabilities: to find out current norms
To advocate Education. Development and participation rights for Children with Disabilities while developing Education Laws in Myanmar
Social Norms
Promoting awareness raising while developing Inservice/Pre-service Teacher Training manual, Story Books for ECD/NFE/EXCEL, Education Communication Strategy and Parents Teacher Training in Education sector in collaboration with social policy, communication for development and child protection sections
The detail activities while advocating Education. Development and participation rights for Children with Disabilities while developing Education Laws in Myanmar • • • • •
Form technical team Form coordination body and advisory group Prepared Term of Reference Develop work plan with time line Organizing series of consultation meeting with inter ministries level as well as education key stakeholders
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• • •
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Organize public consultation to get pubic consensus Summit to parliament To advocate Education. Development and participation rights for Children with Disabilities while developing Education Laws in Myanmar
The detail steps for Developing Comprehensive Inclusive Education Policy together with all stakeholders and fostering private and public partnership for job creation with some incentive schedule for private sector entrepreneurs are: • • • • • • •
Form technical team Form coordination body and advisory group Prepared Term of Reference Develop work plan with time line Organizing series of consultation meeting with inter ministries level as well as education key stakeholders Organize public consultation to get pubic consensus Summit to parliament
The detail activities for promoting awareness raising while developing In-service/Preservice Teacher Training manual, Story Books for ECD/NFE/EXCEL, Education Communication Strategy and Parents Teacher Training in Education sector in collaboration with social policy, communication for development and child protection sections. Awareness Raising Strategies The strategies will be based on target groups, ways to pack information and dissemination of information to public and specific target groups. Following are the integrated communication strategies to guide overall scope, direction and interventions: • • • •
Focused advocacy to inform about positive attitude toward children with disabilities for education process and seek support to accelerate the progress Broader mobilization ensuring numerous alliances with a shared interest and purpose A national campaign to engage everyone to voice and support the equality and quality education. Communication from an equity perspective to empower communities especially worst off population to take control of their own behavior and attitude on children with disabilities’ education by increasing community capacity to take action through dialogue and mutual understanding of issues and potential solutions.
Awareness Raising Activities Policy Level Dialogue/Advocacy Package/Tool Kit for Policy Makers Malar San Case Study for Advance in Social Norms: U Penn
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•
At the national, state and township levels, convincing interactions and messages will be delivered to get a unified voice and support from the political, social and corporate leadership. There will be interventions and opportunities to have a strong presence at policy forums and ensure sufficient co-ordination to make a joint contribution where key decisions are taken on investments and strategies for the quality education for children with disabilities.
•
The Children with Disabilities Education Advocacy Package and tool Kit to be developed and distribute to key policy makers and decision makers.
Children/ ages of schooling target groups (Urban and Rural) • • • • • • •
Will print key messages in children exercise and text book cover pages. Story book will be developed for ECD, Formal schools and Non formal Schools Teachers’ guide will be developed in line with children text book and story book On job training will be provided to teachers by using In Service Teacher Training Modules. Will develop training module in line with Non formal curriculum, life skill text books and EXCEL (extended continuous Learning Programme for adolescents) Central level training will be provided to teachers, peer/leaders of community and will release the information to rural through Focus Groups Discussion, trainings by using training materials, posters and brochure The radio broadcasting and video snap shot will be continuing throughout the year.
Participating Groups The education movement strives to reach out:
Political leadership – parliamentarians & political parties Line Ministries especially MoE, MoNPED & MoFR Civil society organizations Professional networks/activists Celebrities Academia Private Sectors Media Community leaders Youth Teachers Parents
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Equity, Social Cohesion and Children with Disabilities Management Level: Central MoE officials and other related ministries’ officials
Policy Level: Government policy makers, parliamentary, opposition group leaders, politicians, celebrities, civil society leaders
Technician Level : State/District/Tow nship Education Officials, Education college officials, experts and technicians
Policy Level: Government policy makers, parliamentary, opposition group leaders, politicians, celebrities, civil society leaders
Harmonizing Legal Norms/framework and Social Norms In line with government legal frame work, will lobby government to lay down instruction everyone to understand and accept children with disabilities to be able to attend school without any kinds of discriminations. According to Article 7 of the Convention on the Rights of Persons with Disabilities, ratified by Myanmar, children with disabilities shall fully enjoy their human rights and fundamental freedoms on an equal basis with other children. Myanmar’s National Plan of Action for Persons with Disabilities (2010-2012) was launched in 2010 with the objective to improve opportunities for persons with disabilities to contribute to the country’s development. Discussions are ongoing to include a new chapter on disability in the Myanmar Child Law which is currently under revision, while a new Law on the Rights of Persons with Disabilities is being drafted. Myanmar is also committed to implementing the “Incheon Strategy to ‘Make the Right Real’ for Persons with Disabilities in Asia and the Pacific”, identifying priorities for the new Asian and Pacific Decade of Persons with Disabilities (2013-2022). During the beginning of the year 2014, Education Pragmatic Implementation Committee (EPIC) developed and summited National Educational Law to Parliament and it is still process approval. All development partners, civil society and Myanmar Disable Committee lobbied the dialogue to EPIC group and Ministry of Education to conceptualize equity, inclusive and quality education do no harm principle and conflict sensitive approach while developing National Education Law and we could Malar San Case Study for Advance in Social Norms: U Penn
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say that we succeed up to certain level and still need to improve policy toward practice. However, there is no implementing plan or strategic planning develop during till end of the mid of the year 2014. In line with Draft National Education Law, Sectorial laws such as higher education law, TVET law and Basic Education Law are developing so after summiting National Education Law to parliament and we (UN agencies, NGOs and civil society) are lobbying inclusive, equity and peace building concepts to the Basic Education Law team and still in developing process and hopefully we could do sufficient amount of concept to be dialogue in this process. Harmonizing Legal Norms/framework and Social Norms
Lgeal Norms:
Moral Norm
Myanmar Constitution of 2008e Right of Children (1991), Convention on Elimination of all forms of Discrimination Against Women (1997), Convention on the Rights of Persons with Disabilities (CRPD), (2012) -National Education Law -Basic Education Law
• We should try to include children with disabilities in society • They are capable • Treated with respect full citizens
Social Norms: Everyone should support to children with disabilities to get equal access to the Quality Basic Education and appropriate vocational technical trainings to be able to nurture their most potential as like other children in the world.
Private, Public Partnership and Job creation depends on labor market, The Myanmar private sector normally doesn’t link its products/campaigns with social development issues and if there is any contribution, it prefers to avoid association with the national/government initiatives. This is the first time strategic efforts will be made to combine the private public sector efforts for a national cause. Based on the initial contacts and brainstorming with key and interested national and multinational corporates, a detailed Partnership Plan for the support for planning, implementation and assessment of Enrolment and Retention Campaign will be jointly spelled out. To redress the issues of literacy and learning for disable children in Myanmar and seek support for enrolment and retention phases, a private public partnership will be developed. The partnership will provide technical and financial support to the Ministry of Education for planning, implementation and assessment of the Enrolment & Retention campaigns. Malar San Case Study for Advance in Social Norms: U Penn
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Though Education Thematic Working Group (ETWG) or Joint Education Sector Working Group (JESWG), we will coordinate and collaborate seeking private partner to support this national campaign for children with disabilities to get access to the quality basic education and appropriate vocation skills to look for their job opportunity to survive their daily lives. Furthermore, in collaboration with ILO, Human right commission and relation UN/NGOs, we will advocate government as well as private sector to provide appropriate job opportunity for young/youth and adult with disabilities who have relevant education and skills. So that all society will change their believe based on evidence and will be motivated to send children to the schools and appropriate vocational training schools. Additionally, UN agencies, civil society and private business association such as Merchant Associations should develop and lobby dialogue to central government to develop incentive schedule for employers as well employees who engage appointing children with disabilities in their working environment to provide social reward or economic incentive such as reducing import taxes or providing special loan, etc. All employers will be encouraged socially as well as economically to support children with disabilities. Reference Coordination Mechanism & Capacity Building Three levels of social network nodes will be broken down to apply public campaign strategies for children with disabilities to get equity, full right of participation, inclusion and development rights like other. According to requirement and level of targeted groups, Social Net Work Reference and Nodes are divided into three levels as follow: 1) Community level 2) State and Regional/Middle level and 3) National level 1) Community level At the community level, Teachers and head teachers are central of the people such as parents, community leaders and authority. High degree people will be authority, religious leaders and most powerful influential personals such as well educated, well known and rich persons from community. Bridges group will be community volunteer, social workers, civil society, non-government staffs UN agencies to change social norms in accordance with norm creation and norm abundant in line with normative expectation. The reference network will be triangle approach. 2) State and Regional/Middle level After a transition to civilian rule in 2011, Myanmar is embarking on a period of extensive political and social reform under the leadership of President Thein Sein. The Malar San Case Study for Advance in Social Norms: U Penn
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Government has consistently prioritized education reform as a key element of its overall socio-economic development strategy and government trend to drive decentralization and planning process by ensuring that the Plans and stratiges are developed through participatory approaches in line with the Government’s ‘peoplecentred development’ approach articulated in the Nay Pyi Taw Accord, the localized version of the Busan Global Partnership for Effective Development Cooperation, will also build consensus, legitimacy, and buy-in. In the circumstance, middle level management such as state and regional cabinets, parliament and ministries will be stronger than before and will take mediator roles to facilitate the dialogue/ social norms we would like to lobby to the different level of public audience. Therefore, central level network nodes will be regional authority and regional ministries. High degree network nodes will be Ministry of Education officials such as State Education Director and Director from Ministry of Relief, Resettlement and Social Welfare and so on because when new government is change, all ministries and parliament members may not be same as before. However, State Director of related department will be remaining unchanged. Due to this condition, those directors obtain high level of influential power among all stakeholders. UN, NGOS and civil society will take bridges roles as usual. Quarterly state/township progress reports on pre-described form are part of the coordination and inter-agency meeting and coordination mechanism will take main roles to facilitate dialogue related CHANGE what we prefer to dialogue in accordance with Schemata and Scripts Norm. 3) National level National level central network nodes will be Minister of MoE and senior education officials from Central government. In principle, Minister of Minisrty of Education is chair of Joint Education Sector Working Group and UNICEF and AusAid are co-chair of the coordination mechanism. Therefore, Ministry of Education Officials are center of the sector coordination mechanism and take vital role to lead and facilitate the dialogue what we plan to CHANGE our social norm in accordance with social expectation. As we all known, UN agencies, NGOs and civil society usual obtain human capacity, technical capabilities, funding resources and network to facilitate the dialogue and usual do ad mediator for this dialogue and facilitate the whole process in accordance with needs of children with disable children and mandate of each organization and global development trend. In this status, bridges will be coordination mechanisms and coordination bodies such as Education Thematic Working Group, Joint Education Sector Working Group, Education Communication Working Groups and Development Partners Coordination Group which obtain obvious coordination capabilities, strong network and technical efficiency. In order to ensure effective coordination amongst all the partners, national and state/township teams and between the selected townships, a coordination mechanism Malar San Case Study for Advance in Social Norms: U Penn
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has been chalked out. The first process activity at all levels is formation of Communication Working Group for Education (CWEG) and Education Thematic Working Group (ETWG) and Joint Education Sector Working Group will take vital roles to facilitate sector coordination among all key education players. Similarly a biannual meeting to review and plan activities for the remaining part is another activity to make sure that all the relevant partners and colleagues interact for better coordination. National Level and UNICEF In-House Central: UN agencies, NGOs and civil society
Bridges ETWG, JESWG, ECWG, DPCG High Minister of MoE and senior education officials from Central government
Expected Outcomes and Time Line for activities implementation: S/N 1
Invention Time Line Completed study on A Study on Knowledge, July-Dec 2014 Attitudes and Practices towards Education of Children with Disabilities in Myanmar
2
Advocated Education Law developing teams such July-Dec 2014 as National Education Law drafting Team, Basic Education Law drafting Team, etc to be able to development and dialogue education for children with disabilities concept and express appropriately in respective laws
3
Promoted and supported to develop 2014-2015 (year End) comprehensive inclusive education policy and
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4
provided and supported policy development process to be able to articulate well enough for education for children with disabilities (---%) Promoted awareness raising for education On-going and will be for children with disabilities to key counterparts, carried throughout the teachers, parents and community members country programme through UNICEF education programme implementation
Conclusion This is not a end of this movement and just the beginning of dawn of the hope of children with disabilities to be able to get access to the quality education. At the end of this programme cycle (MDEF II), our target people such as parents, teachers, community members and government officials from UNICEF education programme ares will be very supportive education for children with disabilities and will be skilling up in accordance with post 2015 global agenda and Mynamar country programme cycle.
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