Paul Wagstaff

Measuring Change: A summary evaluation of the British Council’s inclusion support in Lebanon and Yemen

1www.britishcouncil.ae

Background

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Lebanon and Yemen

A history of instability but seeking to drive forward educational reform

Educational Inclusion: A need for change

• A regional issue

• Inclusion awareness and the need to change

• Lebanon and Yemen specific challenges

• International donor recognition of the need to expand reform to include provision for special educational needs

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Inclusion in Lebanon and Yemen Pre-2012

• 1999 – 2006

• Framework for Action

• Identifying particular categories of students

• Policy slow to change

• Inconsistencies between different groups of schools

• Student attrition

• Attitudes and perceptions of teachers and society

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Lebanon

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Yemen

Inclusion in Lebanon and Yemen Pre-2012

• Poor visibility and conviction to initiate change

• Lack of financial resource

• Education reform for mainstream rather than minorities

• Decentralisation in planning

• Poor teacher knowledge and awareness

• Limited services or recognition beyond the deaf and blind

• Student attrition

• Attitudes and perceptions of teachers and society

The British Council: A Regional Strategy

• The Connecting Classrooms Programme 2012-2015

• Policy Dialogue

• MENA Inclusion Conference: Abu Dhabi 2013

• UK Inclusion Study Tour

• MENA Inclusion Conference: Oman 2014

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• Building upon existing networks

• Promoting ‘Access and engagement’

• Building local partnerships with policy makers and NGOs

• Support for strategy into action

• Achievable goals and outcomes

• Seed funding

• Training and professional development for teachers or leaders

• Supporting awareness raising

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The British Council: Local Strategy

One Case Study:

National Day - Lebanon

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National Day: Lebanon

• Strategic partnership

• Supporting local strategy

• Seed funding for a National Day event

• Galvanising support from schools in the Connecting Classrooms programme

• Building a long term strategy and partnership with CERD and SKILD

• Supporting an annual event

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National Day: Impact Lebanon

• Significant shift in awareness within communities

• National Directory of Inclusive Schools’ for parents

• Raised confidence and awareness in schools

• Building on increased awareness with professional development

• In-school support through strengthening networking

• Facilitating national school networks and interest groups

• Continued dialogue and joint working with CERD, the Ministry and NGO partners

• Developing strategy in public schools

What has changed?

• Greater awareness among the general public in some areas

• Greater confidence among parents to articulate and question their rights

• Raised awareness of a broader range of categories of SEN

• Raised understanding among teachers that SEN is their responsibility

• Confidence among some school groups to pursue inclsuoon practices

• Better access to professional development

• Better engagement with partners

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The next steps

• Stepping from a Regional Strategy to a Localised Strategy that better meets the individual needs in countries and builds upon their current context and achievements

• Strengthening policy dialogue and helping turn policy into action

• Providing expertise needed to strengthen policy makers’ skills to tackle difficult issues e.g. legal framework, curriculum and ‘Inclusion’ standard operating procedures for schools

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What has the British Council achieved?

• It has helped facilitate knowledge sharing

• It has introduced the concept ‘Access and Engagement’

• It has successfully introduced policy and school influencers to the practice of UK inclusive schools and approaches

• It has provided a model and engaged enthusiasm

• It has supported developing interest and projects designed to raise awareness and understanding

• It has directly contributed towards professional development and training for teachers, principals and policy influencers

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The next steps

‘Achieving fully inclusive schools and both access and engagement for all is a marathon and not a sprint. Much

more needs to be done but we have now broken the attitudes of ignorance and avoidance among teachers. We have unleashed a desire to change and an understanding

that change is both essential but also achievable.’

School Principal: Lebanon

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