rom a new resource centre at the University of Juba in South Sudan to UNICEF-supported programmes in Egypt and Botswana, the push for inclusive education reflects a growing recognition that every child, regardless of their ability, has the right to quality education.
South Sudan's First Inclusive Education Resource Centre
The University of Juba, in partnership with the Ministry of General Education and Instructions, Ministry of Gender, Child and Social Welfare, Light for the World, Save the Children International, Education Cannot Wait and UNICEF, officially launched the Inclusive Education Resource Centre on 26 February 2026 – the first centre of its kind in South Sudan.
The centre, established under the theme "A Vibrant Space Where People Can Come to Learn About Disability Inclusion and Technology," serves as a hub providing assistive technology, peer mentoring, career guidance and accessible learning spaces. It offers Braille and sign language training, curriculum transcription and community awareness campaigns as part of Light for the World's resilience programmes.
Hon. Esther Ikere Eluzai, Undersecretary at the Ministry of Gender, Child and Social Welfare, highlighted that the inclusive education programme operates under the motto "Leave No Child Behind" and has already established 13 centres across South Sudan. She assured that the government is committed to expanding similar centres to all ten states.
H.E. Lothar Jaschke, Deputy Head of the European Union Delegation, welcomed the centre's establishment and emphasised that equality and inclusivity are essential for a cohesive society. He noted that South Sudan's ratification of the United Nations Convention on the Rights of Persons with Disabilities represents progress, though challenges remain.
UNICEF Supporting Inclusive Classrooms in Egypt
In Egypt's Aswan Governorate, UNICEF has collaborated with the Ministry of Education and Technical Education to support inclusive education through the Comprehensive Inclusion Programme. The initiative develops curricula, assesses needs, trains teachers, equips schools and raises awareness among parents.
Aswan's 714 schools are all inclusive schools, meaning they cater to children with learning difficulties and various disabilities according to specific criteria. When teachers or parents believe a child may require additional academic support, they can request an official assessment, leading to accommodations such as shadow teaching, adapted examinations and improved school accessibility.
The programme has benefited more than 7,000 children in Aswan since its launch in 2021, with plans to expand to other governorates. The initiative also includes training for school staff and awareness campaigns to address stigma and promote social inclusion.
In Upper Egypt, inclusive education is particularly challenging due to cultural stigma and limited resources. The programme has worked with community leaders to raise awareness about the rights of children with disabilities and to encourage families to enrol their children in inclusive schools.
Botswana: Teacher Training for Inclusive Classrooms
In Botswana, the government and UNICEF have partnered to train teachers to create more inclusive classrooms and to provide assistive devices and learning materials for children with disabilities. The initiative is part of a broader effort to ensure that all children, including those with disabilities, have access to quality education.
The training programme focuses on equipping teachers with the skills to identify learning difficulties, adapt their teaching methods and use assistive technologies to support learners with disabilities. The programme also works to address stigma and discrimination, promoting a culture of inclusion in schools.
The Scale of the Challenge
Across Africa, millions of children with disabilities remain out of school due to a combination of poverty, stigma, lack of accessible infrastructure and inadequate teacher training. According to UNESCO, children with disabilities are among the most marginalised groups in education, with enrolment rates significantly lower than those of their non-disabled peers.
The situation is particularly acute in conflict-affected and fragile states, where education systems have been disrupted and resources for inclusive education are limited. The COVID-19 pandemic exacerbated these challenges, with school closures and the shift to remote learning further marginalising children with disabilities.
A Growing Commitment to Inclusion
Despite the challenges, there is a growing commitment across Africa to inclusive education. The African Union's Agenda 2063 includes a commitment to inclusive education, and many countries have ratified the UN Convention on the Rights of Persons with Disabilities, which requires states to ensure an inclusive education system at all levels.
International partners are also playing an increasingly important role. Education Cannot Wait, the global fund for education in emergencies, has invested in inclusive education programmes in conflict-affected countries, while UNICEF and other UN agencies have supported teacher training and the provision of assistive devices.
With reporting from University of Juba, UNICEF, Light for the World, and Save the Children International.
