Inclusion and education



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FIGURE 4.2: 
Relatively few education systems reported direct support for education of disadvantaged groups
Number of education systems offering some type of cash or in-kind education-related support
Scholarships (Roma)
Transport
Textbooks or school materials
School meals
Scholarships (poverty, disability)
Yes
No
30
25
20
15
10
5
0
Education systems
Source: 
Data collected for the regional report on inclusion and education in Central and Eastern Europe, the Caucasus and Central Asia.
82
GLOBAL EDUCATION MONITORING REPORT 2021


Foundations, the Dendo Vas education support centre 
and the Foundation for Education and Cultural Initiatives 
‘Step by Step’. It focuses on irregular attendance and low 
transition rates to upper primary grades. Scholarships 
worth EUR 400 per year have been awarded to almost 
300 Roma first-graders from families that already receive 
social assistance, paid on condition of regular attendance 
for three years.
Funding does not need to be directly related to education 
to compensate for socio-economic disadvantage. 
Countries report their use of social protection 
programmes unevenly, which suggests education 
ministries may not be fully aware of such programmes’ 
indirect impact on education objectives. Family or child 
allowances are a common measure, reported by 14 of 
the 30 education systems reviewed. In Mongolia, every 
school-age child from the Dukha ethnic group is entitled 
to a monthly allowance equal to 50% of the minimum 
living standard. In Slovakia, disadvantaged families receive 
a child allowance of EUR 25 a month conditional on 
attending compulsory education (Council of Europe, 2019). 
Latvia awards disability pensions or tax relief for families, 
thanks to strong cooperation between the education 
and health ministries. Romania, Slovenia and Ukraine 
offer medical-technical aid, such as speech therapy and 
psychological support.
External financing has been critical in prompting 
inclusive education reforms
Donors have supported central and local governments 
in the region in implementing inclusive education 
programmes. The Asian Development Bank, 
European Commission (mainly through its European 
Neighbourhood Instrument), German Corporation for 
International Cooperation (better known as GIZ), UNICEF, 
USAID and World Bank are examples. For instance, the 
Monitoring and Evaluation of Inclusive Education project 
in Serbia was developed in the framework of World Bank 
technical assistance and funded by the Western Balkans 
Investment Framework trust fund (Friedman et al., 2015).
Turkey has run a conditional cash transfer programme 
since 2003. An initial evaluation found significant positive 
effects on the secondary school enrolment rate among 
14- to 17-year-olds, especially in rural areas, where the 
probability of being enrolled increased by 17% and, 
for boys, as much as 23% (Ahmed et al., 2007). The 
government scaled up the programme and extended it 
in May 2017 to reach Syrian and other refugee children. It 
is implemented through a partnership of the Ministry of 
Family, Labour and Social Services, Ministry of National 
Education, Turkish Red Crescent, European Commission 
and UNICEF. By June 2019, more than 500,000 students 
regularly attending school were receiving transfers of 
between US$6 and US$10 per month; 83% of the families 
also received monthly Emergency Social Safety Net 
grants of US$20 per family member (Turkey Government 
and European Commission, 2019).
The EU countries from Central and Eastern Europe receive 
European Social Fund (ESF) support aimed at improving 
social inclusion. In Estonia, the ESF-supported Developing 
an Educational Counselling System project aims to 
ensure early childhood intervention throughout the 
country, improve the counselling system and train service 
providers. The Rajaleidja (Pathfinder) counselling centres 
established through the project will aim to improve 
collaboration between the education, social affairs and 
healthcare sectors to identify the particular needs of 
children with special needs and their families and provide 
them with support.
In Slovakia, School Open to Everyone, another ESF-
supported project, has designed a new education model 
that promotes inclusion of children from marginalized 
Roma communities. The model has been tested in seven 
of the country’s less developed regions. The project 
aims to ensure that everyone has access to high-quality 
education by training teachers, assistants and other 
education professionals.
While the short-term benefits of such actions are positive, 
questions arise regarding their long-term sustainability 
and how dependent countries are on external funding. 
Both national authorities and international organizations 
should aim to ensure ownership of the results by local 
stakeholders.

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