Global Partnerships Stepping Up Inclusion

Inclusion in higher education is a fundamental right, but students with disabilities in many low-income countries continue to face significant obstacles. The Higher Education Partnership (HEP) programme, funded by the Ministry for Foreign Affairs of Finland and administered by the Finnish National Agency for Education, supports projects that aim to strengthen Higher Education in the Global South, and many current projects also have a strong focus on inclusion.

These partnerships work to improve accessibility through policy development, infrastructure upgrades and inclusive pedagogical practices. In addition to addressing physical and financial barriers, they seek to increase awareness, enhance teacher training, and ensure the equal participation of all students in academic life.

Stronger Policies – Gaps in Implementation

Several countries involved in HEP-funded projects have introduced policies to improve inclusion in education. Nevertheless, implementation remains work in progress.

Rwanda’s Policy on Inclusive Education

In Rwanda, the National Policy for Persons with Disabilities and Strategic Plan (2021–2024) sets out clear goals for accessibility, curriculum development, and support systems in higher education. The Special Needs and Inclusive Education Policy (2019) focuses on five key objectives: enhancing access, enrollment, and retention for students with disabilities; supporting schools of excellence for specialized services; building the capacity of educators and administrators; ensuring quality education through inclusive teaching methods; and promoting inclusive, child-friendly learning environments. 

Despite these efforts, practical implementation continues to face obstacles. A recent accessibility audit from a higher education institution revealed that only a small percentage of students identified as having disabilities. Key challenges include limited inclusive infrastructure, lack of institutional policies specifically addressing students' needs, and gaps in staff training and student support services. While institutions strive to follow national guidelines, the absence of tailored approaches at the institutional level continues to hinder progress.

Mozambique’s Inclusive Education Strategy

Mozambique made progress through implementation of legal frameworks such as the Inclusive Education Law (2015) and the National Inclusive Education Strategy (2018-2022). These policies have achieved the integration of students with disabilities into mainstream schools. While 1,700 inclusive schools serve over 100,000 children with disabilities, an insufficient number of trained educators is a challenge to overcome. Many teachers lack professional development in inclusive pedagogy. Moreover, schools struggle with a shortage of adapted learning materials, assistive devices, and accessible infrastructure. Awareness campaigns are needed to reduce discrimination and promote acceptance.

Nepal’s National Policy on Inclusive Education

Nepal's Inclusive Education Policy for Persons with Disabilities (2017) aims to provide access to quality education for all individuals, regardless of their abilities. The policy focuses on several key areas, including promoting equity and non-discrimination in educational access, improving infrastructure to enhance accessibility, and providing teacher training programs, specifically designed for inclusive education. Additionally, it supports decentralized governance by allowing local governments the flexibility to implement strategies tailored to their communities' unique needs. There has been a slight increase in the participation of marginalized groups in universities. However, despite these progressive measures, resource shortages, political interference, and the issue of brain drain hinder the effective realization of these goals. 

Promoting Change Through HEP-Funded Projects

Projects funded by the HEP programme are supporting local efforts by building institutional capacity and fostering international collaboration. One such initiative is the Breaking Barriers in Education: Inclusion, Rehabilitation and Technology (BERT) project. Involving partners from Finland, Zanzibar and Rwanda, the BERT project supports inclusive education through advocacy, awareness-raising, and the development of assistive technology. Groups of students with disabilities are directly involved in the activities.

The Higher Education Pedagogies for Teacher Education (HEP-TED) project, spanning from January 2024 to August 2026, aims to develop and strengthen the capacity of Rwandan higher education institutions (HEIs). Activities include identifying gaps in institutional inclusion policies and strengthening disability-inclusive pedagogies.

The TIPOTE project contributes to improving the quality and relevance of teacher education programmes in two Mozambican Higher Education Institutions, UP-Maputo and ISET-One World. It aims to strengthen their capacity to deliver and develop quality teacher education and provide teacher trainees with improved competencies in inclusive education in various Mozambican contexts.

Strengthening Nutrition Education and Research Capacity in Universities in Nepal (NERC) aims to improve the capacity for nutrition education and research in Nepalese universities. The NERC partnership in Nepal will also support measures for more vulnerable students to increase equal participation, e.g. by strengthening the WASH facilities for female students to prevent absences.

Student Perspectives: “Inclusion Exists, But It Is Not Strong Enough”

Inclusion in higher education is still a work in progress in Zanzibar, Tanzania, according to a local university student. While some institutions have taken steps to support students with disabilities, major challenges remain. 

- Inclusion exists, but it is not as strong as we want it to be, the student says.

One of the key issues is limited financial support. Although some government funding is available, it often fails to cover essential costs such as transportation and specialized learning materials. 

- Many students with disabilities do not have enough financial resources to support their education, the student explains. This also leads to a socio-economic divide in terms of participation in higher learning.

Inaccessible infrastructure also poses significant difficulties. Many campuses lack ramps, lifts, and adapted housing or classrooms, making it hard for students with physical disabilities to move around independently. 

- Most universities do not have the necessary facilities, the student points out, calling for policy-level reforms to address the situation.

The student emphasizes that change must also come from within the student community. 

- We need to push ourselves forward and advocate for our rights, the student says, underlining the importance of student involvement in awareness campaigns and policy discussions. 

In the HEP programme, there is a principle of active student participation, e.g. involving students in governing boards, as well as in all activities.

Text: Shams Safaraliyeva, Student of the MARIHE degree programme