Inclusive education at the centre of human development issues in Togo

In the concept of inclusive education, the adjective inclusive stands for a universal vision for education for all students. It stands for the mobilisation of various resources in the field of education, for achieving UNESCO's Education For All agenda. Inclusive education aims to combat discrimination and give meaning to difference; that is to say, to the education of students with disabilities and students with special needs. It must be understood and oriented within the framework of the national education strategy. This article presents an analytical study on the system of itinerant teachers initiated in North Togo by the non-governmental organisation Humanity & Inclusion. A practical and inclusive pedagogy project is described as an example of the implementation of inclusive education practices in Togo. Inclusive education is not an immutable concept and does not have a single method of implementation applicable to all countries and to all situations of need. This article reflects on the impact of inclusive education as a pedagogy, to contribute to a continued development of practices for the academic and social inclusion of children with disabilities. Specifically, different actors and interventions in the establishment of inclusive education practices in Togo are identified. Necessary and adequate means for the continued development of national inclusive education policies in Togo are proposed.     

The ebbs and flows of policy enactments on school-related gender-based violence: Insights from Ethiopia,Zambia, Côte d’Ivoire and Togo

While school-related gender-based violence (SRGBV) is increasingly on the agenda of international development agencies and national governments, there is little evidence on the policy processes that can more effectively address violence. Drawing on data from studies conducted during an innovative three year action research project with UNICEF and governments in Ethiopia, Togo, Côte d’Ivoire and Zambia, this paper explores the struggles of actors and organisations engaged in developing and implementing policies linked to SRGBV at national, mid and local levels. We examine interlinked political, conceptual and resource challenges that frequently hinder the multi-dimensional work needed to respond to and prevent the many forms of everyday violence in girls’ and boys’ lives. Finally, we explore the potential for strengthening government structures, and networks across sectors and state and non-state organisations, that are able to support the creative work of school communities to recontextualise policies, in order to generate more effective multi-dimensional policy enactments.