This study is one of a series of three case studies conducted in Madagascar, Comoros and Rwanda into the right to education of children with disabilities
Since 1994, the government of Comoros has been committed to the EFA objectives to provide quality, basic education for every child. In 2013, the Union of Comoros joined the Global Partnership for Education (GPE) and received a grant of USD 4.6 million for the period 2013–2016. One of the priority areas of the grant is to increase access to basic education for vulnerable children, including children with disabilities, and this is reflected in the Interim Education Plan 2013–15.
Lying in the Indian Ocean, at the entrance of the Mozambique Channel, the archipelago of Comoros consists of four volcanic islands: Ngazidja (Grande Comore), Mwali (Mohéli), Ndzuani (Anjouan) and Maore (Mayotte). Since the end of the colonial period in 1975, the Union of Comoros has suffered from a series of political coups which, together with Mayotte’s remaining under French control, has seriously undermined the development of the islands. The severe consequences of political instability have had a great impact on the Comorian economy.
Education is compulsory between the ages of 6 and 12 but, as in other places in the region, both access and quality remain challenges.
This study is one of a series of three case studies conducted in Madagascar, Comoros and Rwanda into the right to education of children with disabilitiesDownload now
We were delighted to host the UK’s Special Envoy on Gender and Equality, Alicia Herbert OBE, as part of her visit to Rwanda to attend the Rwandan government-led Women Deliver summit. On the second day of her visit, Ms Herbert visited our Building Learning Foundations (BLF) Programme to observe a girls' club activity at GS Mburabuturo, a government school located in Kigali.
Following Covid-19-related school closures across Rwanda, our Building Learning Foundations team commissioned an inequity impact assessment of the country’s primary-age school population to investigate how children from different backgrounds and contexts have fared during the period of closures, and to inform plans for school reopening.
Globally, there are 70.8 million forcibly displaced persons. Among these are 25.9 million refugees, over half of whom are children. Effective teacher management is key to ensuring inclusive, equitable, quality education for these young people, and teachers constitute the most important factor affecting student learning. In crisis and displacement situations, the role of teachers is particularly significant: they are sometimes the only resource available to students. This report investigates teacher management in refugee contexts in Ethiopia, and is the first in a series of country reports. It contributes to a burgeoning body of evidence about teachers in refugee contexts and aims to provide policy guidance to support ministries of education.