Tracking Inclusion in Norwegian Development Support to Global Education

16 May 2017
This report assesses Norway’s progress on the commitments made in the White Paper 25, Education for Development, on the inclusion of the needs of children With disabilitites in bilateral and multilateral Development Cooperation. The report finds that the verdict is decidedly mixed. While Norway has played an important normative role in advocating for disability inclusion in global education, it is nevertheless the case that these efforts have, thus far, resulted in few verifiable results.

In White Paper 25, Education for Development, the Norwegian government promises to:

include the needs of children with disabilities in its bilateral development cooperation, and be a driving force in ensuring that their needs are also addressed in multilateral and humanitarian efforts in the field of education; and help to ensure that the needs of children with disabilities are integrated into national education plans (White Paper 25, 2013-2014, 23).

Main findings of FAFO in the report:

  • Norwegian government promises in relation to inclusive education and disability inclusion are broad, vague, and non-binding, making it difficult to hold the Norwegian government accountable – even though the Parliament has asked the government to devote more attention and development assistance to persons with disabilities, and to report more precisely and systematically on the allocation and use of resources for disability inclusive education
  • While it is possible to trace specific Norwegian bi- and multi-lateral development funding flows down to a project level, it is extremely difficult to assess how much of this funding is used on inclusive education, much less on children with disabilities.

See also

http://www.fafo.no/images/pub/2017/20627.pdf

http://www.fafo.no/index.php/nb/zoo-publikasjoner/fafo-rapporter/item/tracking-inclusion-in-norwegian-development-support-to-global-education

 

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