Learner research

1. EMPOWERING
MARGINALIZED
LEARNERS
Consolidate inputs from CSOs and
Marginalize Group for the development of
ESP 2024-2028

2. Summary of respondents
Group # Respondents Positions % Female
POE officials 1 Deputy Director of ECCD 100 %
DOE officials 1 Deputy Director 0.00 %
Commune Councils 6 Council Members 50.00 %
CSOs (18F) 38
Deputy Directors
Program Managers
Project Officers
Project Assistant
Technical Officer
Project Coordinators
Field Coordinators
General Manager
47.00 %
Teachers 13 Primary school teachers 100 %
Parents 53 Parents of the student 90.56 %
Youths 9
Out of school youth
High school youth
77.78 %
Students (9M) 45 Students in the primary school 80%

3. Responses to the online
survey, by gender
The online survey was completed by 61
respondents which represented 61 CSOs
equaled 47.65%. Nearly half of the surveys
were completed by the CSO director,
deputy directors, program manager, project
managers, project officers, and staff or the
CSOs, with the remainder completed by
75.41% males and 24.59% females.

4. CSOs working on education support
marginalized groups by categories
78.69%
42.62%
34.43%
31.15%
24.59%
13.11%
Primary education Lower secondary education ECCD Vocational training Upper secondary
education
University level

5. CSOs addressed during the workshop
• “We are working parallel with MoEYS in developing preschool,
health in the primary school, and scholarship, at the lower to
upper secondary school. It is easy to engage with MoEYS and
need their support, including technical and finance, for example,
toilet matching funds. Some schools did not have a slope for
people whom disabilities because they thought their school had
no students wth disabilities or disabled people, and lack of
understanding of the SDG”

6. CSOs support marginalized groups by
categories
83.61%
47.54%
40.98%
37.70%
22.95%
21.31%
Poor children and youth Children and youth with
disabilities
Out of school children Normal children and youth Migration Ethnic minorities

7. Understand that ESP supports
marginalized
69%
3%
28%
Yes No Don't know/no comments

8. ESP addressed the specific needs of
marginalized groups
52.46%
18.03%
13.11%
9.84%
4.92%
Fair Good Poor Don't know/no comments Very good

9. The challenges that marginalized groups
faced to access quality education
86.89%
67.21%
60.66% 60.66% 59.02%
55.74% 55.74% 55.74%
52.46% 52.46%
45.90% 44.26% 44.26% 42.62%
39.34%
36.07%
32.79% 31.15% 31.15% 29.51%
19.67%

10. The demand that marginalized learners for
accessing quality of education
72.13%
68.85% 68.85%
67.21%
63.93%
60.66%
57.38%
55.74%
54.10% 54.10% 54.10%
52.46%
45.90%
44.26%
42.62%
40.98%
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8

11. Suggestions for inclusion
The respondents addressed several areas where improvements can be made for more discussion such as:
• Ensuring student safety during travel: Intervening and providing support when students traveling along a road that is far from school is crucial, particularly in the
eastern and southern areas;
• Education should include and increase the budget for integrated and inclusive education in the annual operating plan and the school development plan;
• Enhancing infrastructure and resources: Adequate infrastructure, teaching materials, and equipment are necessary to create an optimal learning environment.
Improving or updating teaching strategies and promoting inclusive approaches, such as Universal Design for Learning (UDL), can also contribute to inclusive
education;
• Strengthening collaboration and coordination: Closer collaboration between the government, CSOs, and partner organizations is crucial. Clear communication
channels, appropriate platforms, and shared responsibilities should be established to foster effective collaboration;
• Increasing awareness and training: Increasing awareness of inclusive education at the provincial level and training teachers to identify disabilities, ethnic
minorities and effectively support inclusive education in public schools are essential steps. Promoting life skills programs and vocational training can also benefit
students;
• Expanding alternative education programs: Increasing the coverage and scope of alternative education programs can reach more marginalized learners,
especially those in remote, rural, conflict-affected, or emergency-affected areas;
• Strengthening engagement and participation: Facilitating the active participation of marginalized learners, their families, and communities in education
governance and accountability processes can lead to more inclusive decision-making and implementation;
• Innovating with digital applications: Exploring the use of digital applications in classrooms can foster innovation and enhance the learning experience for
students;
• Collaboration with partner organizations: Building strong relationships and collaborating effectively with partner organizations working in the education field can
leverage expertise and resources for improved outcomes.

12. Thank you