1. Paul Wagstaff Measuring Change: A summary evaluation of the British Council’s inclusion support in Lebanon and Yemen 1www.britishcouncil.ae

2. Background 2 Lebanon and Yemen A history of instability but seeking to drive forward educational reform

3. Educational Inclusion: A need for change A regional issue Inclusion awareness and the need to change Lebanon and Yemen specific challenges International donor recognition of the need to expand reform to include provision for special educational needs www.britishcouncil.org3

4. Inclusion in Lebanon and Yemen Pre-2012 1999 – 2006 Framework for Action Identifying particular categories of students Policy slow to change Inconsistencies between different groups of schools Student attrition Attitudes and perceptions of teachers and society www.britishcouncil.org4 Lebanon

5. www.britishcouncil.org5 Yemen Inclusion in Lebanon and Yemen Pre-2012 Poor visibility and conviction to initiate change Lack of financial resource Education reform for mainstream rather than minorities Decentralisation in planning Poor teacher knowledge and awareness Limited services or recognition beyond the deaf and blind Student attrition Attitudes and perceptions of teachers and society

6. The British Council: A Regional Strategy The Connecting Classrooms Programme 2012-2015 Policy Dialogue MENA Inclusion Conference: Abu Dhabi 2013 UK Inclusion Study Tour MENA Inclusion Conference: Oman 2014 www.britishcouncil.org6

7. Building upon existing networks Promoting ‘Access and engagement’ Building local partnerships with policy makers and NGOs Support for strategy into action Achievable goals and outcomes Seed funding Training and professional development for teachers or leaders Supporting awareness raising www.britishcouncil.org7 The British Council: Local Strategy

8. One Case Study: National Day - Lebanon www.britishcouncil.org8

9. National Day: Lebanon Strategic partnership Supporting local strategy Seed funding for a National Day event Galvanising support from schools in the Connecting Classrooms programme Building a long term strategy and partnership with CERD and SKILD Supporting an annual event www.britishcouncil.org9

10. 10 National Day: Impact Lebanon Significant shift in awareness within communities National Directory of Inclusive Schools’ for parents Raised confidence and awareness in schools Building on increased awareness with professional development In-school support through strengthening networking Facilitating national school networks and interest groups Continued dialogue and joint working with CERD, the Ministry and NGO partners Developing strategy in public schools

11. What has changed? Greater awareness among the general public in some areas Greater confidence among parents to articulate and question their rights Raised awareness of a broader range of categories of SEN Raised understanding among teachers that SEN is their responsibility Confidence among some school groups to pursue inclsuoon practices Better access to professional development Better engagement with partners www.britishcouncil.org11

12. The next steps Stepping from a Regional Strategy to a Localised Strategy that better meets the individual needs in countries and builds upon their current context and achievements Strengthening policy dialogue and helping turn policy into action Providing expertise needed to strengthen policy makers’ skills to tackle difficult issues e.g. legal framework, curriculum and ‘Inclusion’ standard operating procedures for schools www.britishcouncil.org12

13. What has the British Council achieved? It has helped facilitate knowledge sharing It has introduced the concept ‘Access and Engagement’ It has successfully introduced policy and school influencers to the practice of UK inclusive schools and approaches It has provided a model and engaged enthusiasm It has supported developing interest and projects designed to raise awareness and understanding It has directly contributed towards professional development and training for teachers, principals and policy influencers www.britishcouncil.org13

14. The next steps ‘ Achieving fully inclusive schools and both access and engagement for all is a marathon and not a sprint. Much more needs to be done but we have now broken the attitudes of ignorance and avoidance among teachers. We have unleashed a desire to change and an understanding that change is both essential but also achievable.’ School Principal: Lebanon www.britishcouncil.org14