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Education outcome variability in children with disabilities: Structure, Institution or Agency (EVID)?

In line with the United Nations' Sustainable Development Goal number 4 (ensuring inclusive education for all), this project will develop knowledge for more equitable education for children with disabilities in primary schools in low- and middle-income countries.

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Ill.: Shutterstock, Felix Lukov

There is a lack of reliable and systematic accounts of disabled children's school enrolment, attendance and results, and the reasons why some children perform poorly or drop out, while others succeed. This knowledge gap is particularly prevailing for Sub-Saharan Africa and West Africa. 

The main objective of the EVID project is to improve understanding of the factors that affect the enrolment, attendance, results and achievements of children with disabilities in mainstream primary schools in Ghana and Niger. Conducive and adverse factors will be mapped at the structural, institutional and agent level, and social mechanisms at work will be proposed. This knowledge will form the basis for deducing and relaying concrete practical advice to education authorities and international development actors on how to promote more disability-inclusive education in development programmes and policies.

The project has four integrated components: one empirical/theory generative, one methodological, one assessing current tools for disability assessment and one on policy.

SINTEF is a partner in the project, which is led by Fafo, and carried out in collaboration with the Washington Group on Disability Statistics, L’Ecole Normal Superieur (ENS) at Universite Abdou Moumouni in Niger and Department of Disability and Rehabilitation Studies at Kwame Nkrumah University of Science and Technology (KNUST) in Ghana. 

Key Factors

Project duration

2020 - 2024

Read more about the project here

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