Main Barriers to Education
- Lack of Schools & Sanitation Facilities
- Lack of Inclusive Educational Settings
Interventions to barriers
- Teacher Training
- MOE Capacity Building
- Policy Advocacy
- Community Engagement
Though political and civil unrest has at times hindered the development of Togo’s education sector, the government has elaborated strategies to increase access and quality. To that end, the Togolese Government has produced a 2014 education sector reform plan, focusing on achieving universal primary education by 2022; extending preschool coverage in rural and poorer locales; developing the second cycle of quality secondary, technical, vocational and higher education courses; and reducing the illiteracy rate.
Despite efforts on the part of the government to improve the country’s education system and some bright spots (primary-completion rates have been on a noticeable uptick since 2009 and public expenditure on education is on the rise), Togo still faces challenges. For instance, after an initial increase in primary education enrolment rates, those figures have begun to slide. Furthermore, the percentage of trained primary-level teachers has started to decline and the student/teacher ratio has hovered around approximately 40:1 since 2008.
In support of some of the country’s most marginalised OOSC, EAC has partnered with Handicap International (HI) to increase access to quality primary education. This partner project seeks to cultivate inclusive education settings that respond to the needs of all children, particularly those with disabilities, by establishing multi-sector care and bridge mechanisms within mainstream schools. In addition, HI will train relevant MOE staff on the design/implementation of inclusive education for systemic impact.
Geographic Location: West Africa
Languages: French (official), Dagomba, Ewe, Kabye and Mina
In developing countries, disability tends to be linked with poverty and hinders access to education. It is estimated that 90 per cent of children with disabilities (CwDs) are not schooled. According to UNICEF reporting being identified as disabled has a significant influence on the likelihood of education exclusion in West and Central Africa.