Education for Young People with Disabilities (UK Aid)

Debate between Mark Williams and Lord Blunkett

Tuesday 28th October 2014 Westminster Hall

[Mr Mark Williams (Ceredigion) (LD)]

It is a privilege to serve under your chairmanship, Mr Hollobone. I do not know how long we have for our speeches, given that this is a long debate and there are not many of us in the Chamber. However, we are considering an important topic. The timing of the debate presented some challenges for Department for International Development Ministers, who are all over the world as we speak, but I am glad that my right hon. Friend the Deputy Leader of the House and the shadow Minister, the hon. Member for Wirral South (Alison McGovern), are present, because it is important that we hear from the Government and the Opposition. I welcome this opportunity for the debate given DFID’s recent commitments, the progress made on addressing the issue of UK aid to education for young people with disabilities, and the report published earlier this year by the International Development Committee and the Government’s largely positive response to it.

I approach this matter as a former teacher—education is important to me, as it is to other Members of the House—and co-chair of the all-party group on global education for all. Education is fundamental to ending the poverty, discrimination and exclusion faced by disabled people in developing countries, but it is estimated that in most countries disabled children are much more likely to be out of school than any other group of young people. Disability has long been neglected as a niche area of development, deemed by many to be either too complex, due to the wide range of challenges that it presents, or too small to be core to development issues.

The millennium development goals fail to mention disability, but disabled people make up an estimated 15% of the global population, and disability is both a cause and a consequence of poverty. Some 80% of disabled people live in developing countries and the United Nations has labelled them the world’s largest minority. It is estimated that there are 93 million disabled children globally and, as I said, they are more likely to be out of school than any other group of children. In Ethiopia, less than 3% of disabled children have access to primary education. In some countries, being disabled more than doubles a child’s chance of never enrolling in school. Disabled children are also less likely to remain in school. There are huge challenges throughout the developing world in keeping children in schools, but that challenge is heightened for children with disabilities. Difficulties also present themselves when attempting to transition to the next grade of education.

The exclusion of disabled children not only denies them their core human right to education, but makes it impossible, unless we address the matter properly, for the world to reach the millennium development goal of universal primary education by 2015. Some 58 million children of primary age are still out of school. While it is undeniable that progress has been made, it has now stalled. It is estimated that disabled children could make up a third of the out-of-school population. Without specific targets to include disabled people, it is clear that many of the millennium development goals will not be reached.

I welcome DFID’s progress in recent years, including through several commitments made under this Government and the previous one. In 2000, DFID was the first donor to develop an issues paper on disability, and development guidance notes on disability-inclusive programming and education for children with disabilities. DFID also commissioned research to help to address some of the evidence gaps around disability. In 2008, under the previous Government, DFID was the first donor to support the Disability Rights Fund, and constructive progress has been made more recently. The Under-Secretary of State for International Development, my right hon. Friend the Member for Hornsey and Wood Green (Lynne Featherstone), has been championing the cause, in particular by announcing that UK aid will fund accessible school construction. DFID is working with partners to improve the data on disabled children and education in developing countries. The UK is playing a vital role in championing a post-2015 agenda that leaves no one behind, specifically by saying that no target will be considered unless it will be met for all social groups, including those with disabilities.

[Mr David Blunkett (Sheffield, Brightside and Hillsborough) (Lab)]

I congratulate the hon. Gentleman on obtaining this debate. It is appropriate that disability issues are being debated in the Chamber and Westminster Hall at the same time. It is good that we have an all-party, no-party approach on the matter. Does he agree that while there has been substantial movement from both the previous and present Governments—I pay tribute to the Secretary of State and Ministers, who are receptive to what is said about this issue—the notion of being a young girl in poverty with a disability in the developing world should concern us all, because those girls are literally at the bottom of the pile? Anything that we can do to focus attention on that in the post-2015 agenda is vital.

[Mr Williams]

I thank the right hon. Gentleman for his contribution. He speaks with passion on such matters in the all-party group. We have examined targets in the past, and he is right that part of the challenge has involved a narrow focus within the broad issue of getting out-of-school children into school. There are key issues affecting gender and disability, and there is often a critical crossover between the two. I concur with his generosity towards this Government and the previous one, but there is still a huge amount to do. If this debate serves one purpose, it is that of continuing to highlight the real need for action.

I welcome the UK’s position as a leading donor to education, including with the pledge of up to £300 million to the Global Partnership for Education in June, and the way in which DFID Ministers have worked with GPE to ensure that disabled children are prioritised. As co-chair of the all-party group, I have visited Nigeria, Zanzibar and Tanzania during this Parliament. I pay tribute to the DFID staff whom I met in those countries, as well as those throughout the world, who are working hard in the educational field to further our aims on the ground.

The Government published their response to the thorough International Development Committee inquiry early this year. DFID committed to publish a new cross-departmental disability framework, and the work to develop it is going on right now. I believe that the aim is to launch the framework in November. DFID has pledged to prioritise education in the framework, which goes back to the point that the right hon. Member for Sheffield, Brightside and Hillsborough (Mr Blunkett) made about a cross-sectoral approach. There is a package of issues relating to disability, education, inclusion and gender. I look to the Minister and DFID officials to reaffirm that education is prioritised as a key sector and that the educational needs of those with disabilities will be thoroughly addressed.

The framework is welcome. However, one of the past challenges has been that while DFID produced optional guidance for their country offices that said the right things, it did not incentivise action. The Department has just published a new inclusive learning topic guide for its staff, which is an excellent resource, but it is still just guidance. How will DFID ensure that the new disability framework is implemented after its publication? Will the framework include mandatory, action-orientated requirements for, with strong accountability mechanisms for reporting on, the inclusion of disabled people in aid programmes? That is the situation for gender, and that needs to be the case for disability, too.

Will the Minister outline what DFID will be do to support and train country staff on disability inclusion? That, too, is a key principle. We need to ensure that all teacher training programmes that are supported by UK aid promote inclusive teaching approaches, and that all education aid programmes will measure whether they are reaching disabled children and young people. While I commend the Minister for the positive commitment to ensuring that UK-funded school construction projects are accessible to disabled children, that is not all that is needed.

Physical accessibility to buildings must be complemented by an attitudinal change, and inclusive teaching and learning environments. During a visit to a school in Lagos, I remember that the head teacher was keen to show us the DFID-funded toilet block. There was a dire need for the block, as it was a big school and there were issues to do with water and sanitation, so DFID had addressed that. The head teacher proudly showed us the toilet block, with its accessible ramps and equipment, but I saw very few people with disabilities accessing the facilities in that school.

I also visited a school in Zanzibar that had a wheelchair ramp to assist with access to a classroom, but I then saw in that classroom 60 to 70 teenage children in front of the teacher with no desks and no seats, so there was no conceivable way in which a wheelchair user could have accessed it. We need to be mindful of the teaching and learning environments in which schools operate. A ramp is no good unless the needs of the children who would use it are also met through their education provision.

Children with disabilities have the same right to education as all other children and UK aid can help by supporting the resourcing of inclusive education that ultimately benefits all children, not just those with disabilities, and that helps to change negative societal attitudes and discrimination about disability. It is particularly important that we develop inclusive teacher training so that more teachers in developing countries are equipped to include children with disabilities. The UK is a world leader on aid to support teacher training, so we could make a big difference.

The challenge so far has been to address the shortage of teachers and the need to get more children into schools. Getting more children into schools means that more teachers are required, so we have seen short cuts in some parts of the world, especially in teacher training courses and the professional development that is offered. If challenges on teachers’ pay are not addressed, the teaching profession does not get the esteem that it does in our country. Those multi-faceted problems need to be addressed.

I ask the Minister to make a commitment that UK-funded teacher training will promote inclusive teaching methods and curriculums. That must not be lost in the big challenge of training more teachers in that valued profession to address the growing number of out-of-school children across the world.

Will DFID put in place disaggregated data for its programme and funding to measure how many, and to what extent, children with disabilities are reached and supported into education? The biggest challenge is to identify the scale of the problem that we need to address. Will DFID encourage an increase in its targeting of resources into the area of disability and education, such as through the creation of a disabled children’s education challenge fund? Such a fund would be similar to the laudable girls’ education challenge fund, which I remind hon. Members is an innovative £355 million fund to tackle the extreme marginalisation from education of the poorest girls. May we have something similar for disability? We all know that disabled children suffer from extreme marginalisation in developing countries and that they should be supported with targeted additional investment, as well as mainstreamed, in a twin-track approach. I would be grateful for the Minister’s thoughts on creating such a fund.

I welcome the commitments already made that DFID will work with partners to strengthen data. Lack of data at a national level both reflects and compounds the invisibility of people with disabilities in development efforts. That is a major barrier to the recognition of disability as a core development issue.

Information is often speculative and out of date. I am aware from my friends in the third sector—I pay particular tribute to Results UK, which was responsible for my trips and provided the secretariat for our all-party group—that DFID held a conference on disability data last week, so I would be grateful to know what outcomes arose from those discussions.

What is DFID doing to support the capacity of national Governments and international organisations to collect and use data on children and young people with disabilities. How many of them are in or out of school? We need to ensure that the UK champions the strengthening of data in developing countries so that our development efforts mean that no one is left behind, although I realise that that task is huge.

Let me set out two ideas that could well be used. In Nigeria, I saw that DFID had successfully promoted school-based management committees to try to create a community leadership in schools to encourage young people into school and to liaise with parents and stakeholders in the community. In effect, the committee would operate like a school governing body, but with tentacles that were more developed for attracting young people into schools. We talk about disability issues being hidden, so community engagement and empowerment should be a great tool in assisting those who are currently excluded.

I saw another project, albeit in a health context, in a rural part of Zanzibar, where we were looking at malnutrition and early-years education. Volunteers went out into villages and communities to talk to young mothers about malnutrition. They located children who were suffering from malnutrition and encouraged their mothers to go to the hospital or health centre to get the support that they needed. We know about the hidden problem of disability, so I am looking for strategies to empower communities to make information available so that action can be taken.

Research by the Global Campaign for Education has noted that DFID has undertaken some activities in Nigeria on the inclusion of children with disabilities in its education work. It has supported censuses of out-of-school children, with results aggregated by gender and disability. Good, practical work has therefore been done on the ground, but while the information contains three sub-indicators on inclusion, the Department’s business case makes scant reference to disability. Nigeria is one of the largest recipients of UK aid, including through the education sector support programme, which will provide up to £134 million between 2008 and 2017. The programme is delivered by a consortium headed by Cambridge Education. Given the scale of funding it receives, one would expect that children with disabilities would be a much more prominent element in it.

Finally, our attention turns to the post-2015 agenda. I welcome the Government’s championing of an agenda that leaves no one behind, and that should be our guiding principle, especially as it is expressed in the idea that no target will be considered to be met unless it is met for all social groups, including people with disabilities. As we know, the millennium development goals did not mention disability at all, but 2015 gives us a crucial opportunity to change that.

How are Ministers seeking to ensure that the needs and rights of disabled people are recognised as an agreed priority in the final goals and targets? We particularly need to consider a tangible measure of how we ascertain that no target is met unless it is met for all. International negotiations are always challenging, involving many different agendas, but I hope that the Minister will reassure us that DFID is working with other Governments to consolidate support and ensure that the “leave no one behind” target does not get lost.

I have not mentioned any individual examples and will refrain from doing so, but I should reiterate that behind every one of the statistics, there is a real human story. Handicap International came to see me last week and showed me a charming photograph of Fanta, a seven-year-old girl with cerebral palsy from the Kono district of Sierra Leone. The photograph shows her smiling because, as part of a DFID-funded GEC project, she had just received a wheelchair that will allow her to access her local primary school for the first time. That will be to the benefit of her school, of Sierra Leone, and, above all else, of that young lady.