United NationsDépartement des Affaires Économiques et Sociales Développement Durable

Inclusive Education for Sustainable Development

Education Above All (

    The 1in11 initiative supported the government’s strategies and programs towards achieving Sustainable Development Goal 4 (to ensure inclusive and quality education for all and promote lifelong learning). The program focused on developing models to address the lack of access to early learning and schooling for children with disabilities by modelling effective inclusive education programs to be replicated nationwide. The program directly benefitted 67,888 children, 2800 teachers and educational managers.


    The objective of the project was to ensure Enhanced and sustained access of children with disability and other marginalized children to quality education, as shown by decreased percentage of school-aged children with disabilities (7-14 years old) not in-school in targeted districts

    Contribution to SDG Implementation

    The project was framed to support the government’s strategies and programs towards achieving Sustainable Development Goal 4. The 1in11 partners worked in Indonesia to promote sports as a tool for enhancing and sustaining the access of children with disabilities as well as other marginalized children to quality education. Sport is utilized as a vehicle to promote values in social inclusion, such as respect, effort, teamwork, humility, ambition, and tolerance, and to change parent and community perceptions of children with disabilities by focusing attention on their abilities and moving their disability into the background.

    Implementation methodologies

    The project was implemented as below: Community Level: working with school and madrasah communities, parents, teachers, school management and children with and without disabilities. Sub-national level: engaging District and Provincial Offices on awareness raising, roll out of the program as well as in monitoring and evaluating the program itself. Ensuring that especially District officials are well-versed in the program were key in attaining goals pertaining to budget allocations for inclusive education as well as in establishing coordination mechanisms between the key District Offices. National Level: engaging the National MoEC and its Directorate for Special Needs especially when it comes to applying the relevant Laws and Regulations in the area of Inclusive Education. Engagement of stakeholders was done between the key District Offices. Engagement of stakeholders was done through meetings, festivals, capacity building workshops and joint monitoring visits. In the area of capacity building, the project followed a cascade approach with training of trainers at the start of the program and detailed roll-out plans for the trainers to reach the intended targets in the life of the project. This helped in applying for the capacity building component of the program for teachers, school directors and other education personnel. Tailoring the program to a middle-income country setting, Using sports as an innovative educational vehicle, Strengthening the capacity of all stakeholders, Awareness-raising, sensitization, and behavioural change communication were a cross cutting parts of the implementation strategy. The program has used the momentum that a campaign and other behavioural change opportunities can offer to promote the social inclusion of children with disabilities. It has identified and promoted promising practices in behavioural change communication around disabilities, social inclusion, and parental/community engagement, and these tested practices are now being institutionalized.


    10 districts have now an allocated budget for inclusive education, and 369 trained education personnel and government officials (at the national and subnational level) are now managing inclusive education-related programs as part of cross-sectoral working groups (called POKJAs, which is the acronym for Kelompok Kerja). Although a limited budget is still viewed as a constraint, this has been a positive step forward as there were no specific budgets identified in the baseline study. Budget allocations are still currently more focused on teacher competency improvements, rather than on infrastructure. 10 preservice training institutions were engaged with the program. As part of the program’s sustainability strategies, tested sports-based and other inclusive education-related capacity-building modules are expected to be institutionalized in pre-service and in-service teacher-training institutions.

    Factors and Constraints

    School closures during COVID-19 emergency, General restriction of mobility during natural EQ, change of government and shifting government priorities due to the national emergency, as some funding and activities initially designated for inclusive education were later been re-purposed for the COVID-19 response were a few constraints. Enabling factors included the support mechanism and willing to work on the mutual agenda with the government.

    Sustainability and replicability

    This program supports the Government of Indonesia’s strategies and programs towards achieving Sustainable Development Goal 4 (to ensure inclusive and quality education for all and promote lifelong learning). On the supply side, it focuses on employing sport for development models which was done by investing in trained personnel, improved tools, tested sport-based activities, knowledge generation, and advocacy. This, in turn, led to improved effectiveness and efficiency of government investments, which ultimately will improve the access and quality of education for the most marginalized children. On the demand side, the program worked to create an enabling environment towards ensuring that children with disabilities fully enjoy their rights to play and to access ultimately will improve the access and quality of education for the most marginalized children. The other interventions included: Continuation and preferably greater investment in the ongoing policy work, further work on collecting quality data, Inclusive teaching methods, curriculums, and learning materials with universal design, supported by coherent pre-service and in-service training curriculum, further investment on disability service units and special needs schools as the technical support system for inclusive education, Policy and strategy at the provincial level to foster good practices of district governments, along with a systematic cross-learning platform and sustainable platforms of participation for persons with disabilities.

    COVID-19 Impact

    The COVID-19 emergency halted all big advocacy events. The governments had to reset their priorities and push the advocacy events to an undetermined timeline. Online contact was still maintained through both formal and informal channels. Whenever possible, online preparatory events still took place. Local governments were pushed to fund their respective COVID-19 responses. Consequently, some allocations for education were shifted to finance emergency responses.1in11 partners attended local planning events (online and offline). These events provided a strategic opportunity to show commitment and support to local government as well as share lessons learned and promising practices to influence policy and budgeting. The specific needs of children with disabilities in accessing learning during COVID-19 were being overlooked or were less prioritized as schools and households grapple with loss of income and financial resources. A rapid assessment was conducted to gather evidence on the emerging changes and needs in relationship to COVID-19 of children with disabilities, especially on their access to learning. This includes the identification and mapping of potential services and programs that would be able to provide short-term and long-term support, especially in the area of education and mental health/psychosocial support.

    This initiative does not yet fulfil the SMART criteria.
    01 April 2018 (start date)
    31 July 2020 (date of completion)
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