Education of Disadvantaged Children in OIC:
The Key to Escape from Poverty
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 For the alleviation of the disability barrier , national planning and having legislation
that promotes inclusive education with clear steps to be followed is important. To ensure
that these goals work in practice, infrastructure development to accommodate disabled
children and teacher training to increase awareness surrounding disabilities are
important complementary measures.
 For the alleviation of the language barrier, bilingual education programmes or non-
formal education programmes supporting children can be adopted.
 For making the education systemwork better to deliver higher quality results , first
it is necessary to finance the system adequately (at least 15 percent of the government
budget is recommended to be allocated to education). Next it is important to make schools
more accountable for the results that they achieve. This could be done by making schools’
education outcomes more transparent to parents. Public-private partnerships can also
work well. Yet the most effective interventions for improving quality seem to be those
that target teachers. In particular, pedagogical interventions, repeated teacher training
and providing performance incentives for teachers seem to work well in improving
education outcomes.
While country contexts are different and each country should tailor their response to answer their
own needs, these interventions are underlined here to help policymakers learn about what is
being applied and what works well in different country contexts. Ultimately, government will,
planning, budgeting and efficient spending are the most fundamental strategies to follow for all
governments. In this respect, knowledge is key for policymakers in identifying the disadvantaged
groups and quality problems in their education systems in order to spend well and improve
outcomes. Monitoring and evaluation would be a useful tool that should therefore be prioritized
by all governments when pursuing these endeavours.