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SCRUTINY: Budget allocations to inclusion are difficult to analyse
As GEQIP moved into its third phase (2018-2020), there was an increased focus on equity (thus renaming it to GEQIP-E). It aims to enhance equity and address the needs of female students, pastoralists and those with special needs by providing them with specialised support, particularly in the poorest and most deprived regions. Equity indicators were developed to promote increased allocation of school grant resources for children with disabilities, as well as curriculum reform and implementation. Among other things, GEQIP-E
will promote the inclusion of children with special needs in education by providing supplementary school grants to transform 687 schools into inclusive
education resource centres.122 Although it is too early to see the outcomes of GEQIP-E, the focus on equity demonstrates Ethiopia’s commitment to addressing inequity in education, including those affecting children with disabilities.123 on children with disabilities, on budget lines and expenditure on their education, and on the workforce needed to ensure inclusive education. There is limited awareness of funding amounts for special education, and uncertainty around its disbursement. This is of concern for monitoring investments in inclusive education to ensure accountability. One interviewee stated, “we are not aware of the exact amount allocated in the budget [to preservice teacher training in inclusive education], we do not have separate amounts specifically for disabilities”.
Equity in education spending is adversely affected by disproportionately large allocations to higher
education. In Ethiopia, higher education accounts for 42% of education spending, equal to spending on primary and secondary combined (with 32% and 10% shares respectively). UNESCO reports that, in 2012, the Government spent US$ 98 per child in primary education, and US$ 3,938 per student in tertiary education.124 Moreover, there are large inequalities in Ethiopia by wealth, for instance, the richest households receive 72 times more government spending on secondary education than the poorest households.125 Ultimately, tackling inequity in education spending in Ethiopia includes tackling low levels of per capita funding at primary level.
SRUTINY: Budget allocations to inclusion are difficult to analyse
Ensuring that budgets are allocated and spent according to real needs depends on accurate and reliable information: Data, skills, and awareness are crucial to enable education stakeholders to understand what funds have been allocated, if and how they have been spent, and whether such disbursements are leading to better outcomes. Until recently, there were major restrictions on civil society advocacy in Ethiopia. The disability movement is relatively vibrant, but a lack of transparency, the multisectoral nature of disability inclusion and a lack of technical expertise in budget tracking hampers strategic advocacy and effective scrutiny and analysis of the budget. An extended Education Technical Working Group on inclusive education, comprising national and international NGOs, meets regularly to exchange information and has the potential to fulfil a more significant role in ensuring accountability and providing guidance.
PHOTO: GREG FUNNELL/ACTIONAID
