The Impact Initiative has closed. This website has now been archived and will no longer be updated.
The Impact Initiative has closed. This website has now been archived and will no longer be updated.

Vlog: Achieving quality inclusive education for children with disabilities

Charlotte McClain-Nhlapo, World Bank Group. 

Jul 2019

The All-Party Parliamentary Group (APPG) Global Education event (supported by the Impact Initiative and RESULTS UKmet in the House of Commons on 9 July 2019 to share progress and discuss what still needs to be done in order to provide inclusive quality education for children and young people with disabilities. 

Taking place a year on from the Global Disability Summit, more than 60 researchers, bilateral and multilateral donors, and representatives of NGO and Disability People’s Organisations came together to hear the panel discuss the need for a more strategic approach in supporting children with disabilities.

Following the event, panellists Charlotte McClain-Nhlapo (Global Disability Advisor, World Bank) and Anderson Gitonga (CEO of United Disabled Persons of Kenya) were interviewed to discuss the value of social science research evidence to influence policy and bring about change.

The Inclusive Education Initiative – an update

In her interview, Charlotte McClain-Nhlapo provides an update on the Inclusive Education Initiative from the World Bank’s perspective and also considers the role of evidence in informing the Initiative’s work.

Successful partnerships and the role of Disabled People’s Organisations

Anderson Gitonga reflects on the importance of including people with disabilities in the planning and implementation of development programmes; as well what makes partnerships successful so that they can bring about sustainable change. 






The Impact Initiative blog posts are either from individual researchers or from major research programmes. Some of the blog posts are original source and are written by researchers and experts connected to the two research programmes jointly funded by ESRC and FCDO: the Joint Fund for Poverty Alleviation Research and the Raising Learning Outcomes in Education Systems Research Programme. Other blog posts are imported from related websites and programmes. 

The views expressed in these blogs reflect the opinions of each individual and may not represent the Institute of Development Studies, the University of Cambridge, ESRC or FCDO.


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