Education of Disadvantaged Children in OIC:
The Key to Escape from Poverty
22
innovative program was applied in India in the state of Bihar where bicycles were provided to
girls who enrolled in secondary school to make their commute to school easier.90 The impact
evaluation of the program shows that the Cycling program increased girls’ enrolment by 32
percent and decreased the gender gap by 40 percent.91
Public awareness campaigns could be useful in overcoming demand side barriers related
with culture and norms that prevent families from sending their daughters to school. A
successful example to this kind of a campaign was “Hey Girls Let’s Go to School” campaign which
was implemented in Turkey in the beginning of 2000s. The campaign was initiated by the
Ministry of National Education of Turkey with the support of UNICEF and the World Bank in
2003 in 10 provinces and then expanded to the whole country between 2004 and 2006.92 The
campaign included promotional activities in which public figures participated including the
Prime Minister and also persuasion visits by the community leaders to the households where
the girls are not enrolled in school.93 Around 350,000 children are estimated to be enrolled in
school as a result of the program.94
Interventions addressing disabilities
According to the 24th article of the Convention on the Rights of Persons with Disabilities
countries agree that they will “recognize the right of persons with disabilities to
education” and that they “shall ensure an inclusive education system at all levels”.95
Currently across the world 173 countries are state parties to the convention while 14 countries
have signed but not ratified the convention and 11 countries have not taken any action.96
Availability of quality education services suitable to disabilities is key to enhance access
to education for disabled children. Provision of a physical infrastructure where children with
disabilities can benefit sets a ground for a more inclusive society. This would enable children
with physical disabilities to attend regular schools more easily. In Indonesia, for example, only
3.76 percent of physically handicapped children can attend schools due to lack of inadequate
facilities97, a more disability-friendly physical setting would help increase access to education.
However, integrating children with disabilities into regular schools would not necessarily mean
that the education is inclusive. Adapting school curricula, for example by including sign
language, may also be necessary to promote an inclusive educational environment.98
Evidence shows that interventions that target disabled children need to be established
on three main pillars i) teaching techniques, ii) a sensitive environment, and iii) an
90 (Karthik Muralidharan & Prakash, 2013)
91 (Karthik Muralidharan & Prakash, 2013)
92 (Yazan, 2014) and (UNICEF & UIS, 2012b)
93 (Yazan, 2014)
94 (UNICEF & UIS, 2012b)
95 United Nations (2006)
96 As stated in s of May 31, 2017.
97 (Clarke & Sawyer, 2014)
98 (UNICEF, 2013)