The role of education sector in ensuring the realization of the rights of children with disabilities. From the parallel working sessions of the 4th Child Protection Forum in Tajikistan, 2013.

1. Out of school children
August 1-3, 2013
Dushanbe, Tajikistan

2. Presentation plan
 Goal of the initiative
 Methodology
 Children out of school: who are they?
 Barriers and bottlenecks
 Policy and strategies
 Conclusion and recommendations

3. Global initiative on out of school childrenим Школу
Goal of the initiative
 Decrease the number of out of school children
 Assist the national institutes in achieving
project objectives as well as the Millennium
Development Goals

4. Methodology
 Conceptual and methodological structure for
Global Initiative on Out of School Children
(OOSC)
 Model of five dimensions of exclusion (5 DE)

5. Five Dimensions of Exclusion (5DE)
Dimension 1
Preschool
children
Dimension 2 Dimension 3
Attended,
but
dropped
out
Will enter
late
Will never
enter
Attended,
but
dropped
out
Will never
enter
Will enter
late
Primary age children Lower secondary age children
Dimension 4
At risk of dropping out
of primary school
Dimension 5
At risk of dropping out of
lower secondary school
Lower secondary school
students
Primary school students
Out of
School
In School
Not in pre-primary
school

6. Out of School Children: who are they?
General picture of OOSC in the country
Currentlyin
school
Currentlyoutof
school
Dimension 1: Preschool age
children
Dimension 2: Primary school age
children
Dimension 4: Primary school
students
Dimension 5: Lower secondary
school students
In 2010 the net enrollment rate in preschool
institutions amounted to only 15,7%
According to ICU data for 2010, 4.7% of
children of lower secondary school did not
attend schools
According to ICU data for 2010, 8.2% of
children of middle secondary school did not
attend schools
Approximately 40% of children go to primary
school at the age of 7, 30% of children go to
primary school a year earlier, another 30% go to
primary school for the first time a year later.
In middle secondary school the percentage of
“underage” and “overage” children is much
lower. This can mean that many “overage” and
even “underage” children drop out of school in
senior grades.
Dimension 3: Lower secondary
age children

7. OOSC from 7 to 15 years of age in urban (left)
and rural locations in 2010.
OOSC OOSC
Age(years)
Age(years)

8. Reasons for not attending schools
Financial
difficulties
39%
Parents do
not want
10%
Family
reasons 14%
Lack of desire
to study
15%
Problematic
families
9%
Language barrier
1%
Working
children
8%
Other
reasons
4%

9. Barriers and bottlenecks– I
Barriers linked to supply
Экономические барьеры, связанные со спросом
Other
No documents
Need special education
Classrooms are cold
School curricula are difficult, I don’t understand
Classmates and schoolchildren bully me
School is boring/not interesting
School crime
No textbooks, school supplies
The school is a long way from home
Teachers are strict, they insult and humiliate me
Teachers
Children

10. Barriers and bottlenecks-II
Family reasons for non-attendance
Other
Child is eaten at home/abused
Parent(s) abuse alcohol/drugs
Family has no money for schooling
Child without parental supervision (parents
are labor migrants)
Parents don’t let/want me to go to school
Helping around the house
Earning money
Need to help family with farm
work, livestock
No clothes/shoes, textbooks, school
supplies
Teachers
Children

11. Barriers and challenges-III
Relating to education of children with
disabilities
•Poor awareness of the society
•Lack of preparedness of parents
•Inadequate infrastructure and buildings for accepting
children with disabilities
•Insufficient preparedness of teachers
•Scarce supply of educational and technical materials

12. Policy and strategies- I
Policy and strategies, linked to demand
Social Policy
• Community mobilization
• Strategies for active participation of
the population
• Awareness raising
• Addressing stigma towards
marginalized children and children
with disabilities
• Cooperation with community and
civil society organizations
Economic policy
• Free school feeding
• Decreasing indirect costs (ex.
for school uniform and books)
• Implementation of measures in
relation to separate groups of
population (ex. distribution of
food items to homes)
• Creating alternative
opportunities, for working
children and children with
disabilities

13. Policy and strategies- II
Policy and strategies, linked to supply
• Quality of education
• Improvement of educational
institutions, including the infrastructure and
material basis (bearing in mind conditions
necessary for children with disabilities)
• Provision of schools with teachers and school
books
• Implementation of school feeding programme

14. Recommendations
• Increase preschool attendance rate
• Carry out targeted measures in regards to special categories of
children, who are out of school, such as children with disabilities
• Increase the number of qualified teachers (including children for
inclusive schools)
• Implementation of measures for prevention of school dropout
• Review of policies and programmes for children with disabilities
• Improving the monitoring and evaluation system

15. Further next steps
• Introducing amendments and additions to legislation
• Increasing the network of evening classes for children, who had
gaps in education and/or are experiencing difficulties in mastering
the educational programme
• Development of special measures to return children back to school
and to provide conditions for adaptation
• Increasing the network of PMPC
• Creation of experimental platforms for increasing capacity of
teachers and developing educational and methodological materials
• Increase coverage of children with disabilities with education
through enhanced educational services

17. Thank you!