Disability-Inclusive Education and Employment: Understanding the Context – ETHIOPIA
Key Findings:
- There are promising rights-based policy frameworks for young people with disabilities’ education and employment.
- Government, funders and programs must ensure that programming is sensitive to intersectional vulnerabilities (including gender and impairment type).
- Particular attention needs to be paid to addressing the risk conferred by conflict, drought, and the effects of COVID-19 pandemic, on people with disabilities
- Due implementation gaps, however, marginalizations endure, with women and people with intellectual disabilities facing the greatest exclusion.
- Promising initiatives were identified to promote disability-inclusion for youth including vocational and business trainings, and provision of start-up capital.
- Research is needed to understand what types of interventions are needed to improve education and employment outcomes among people with disabilities.
About the Series:
“Disability-Inclusive Education and Employment”
Recognizing that meaningful inclusion for young people with disabilities starts with listening and learning, the Mastercard Foundation developed a research program to map the policy landscape and to hear directly from young people with disabilities.
This research was carried out in partnership with the International Centre for Evidence in Disability at the London School of Hygiene & Tropical Medicine (LSHTM), the University of Abuja, the University of Ghana, Lifetime Consulting Ltd, Addis Ababa University, University of Nairobi, Global Advocacy and Research Group and MRC/UVRI & LSHTM Uganda Research Group.
Two report series have been developed, covering the Mastercard Foundation’s seven countries of focus – the first on the context, the second elevating youth voices.
Briefs summarizing the key findings of each report have been prepared by Dr. Xanthe Hunt in collaboration with LSHTM and the Mastercard Foundation’s research team.
