In the second week training sessions with the facilitators were held. The Light for the World Office in consultation with the MOEST selected 8 counties and facilitators to carry out interviews and focus groups with 6 schools in each area 1 secondary and 5 primary schools. Facilitators were identified in: Mundri-West, Western Equatoria Mundri-East, Western Equatoria Yei, Central Equatoria Morobo, Central Equatoria Rumbek, Lakes Wau, Western Bahr el Ghazal Aweil, Juba, Central Equatoria Torit, Eastern Equatoria (reserve) Two facilitators from each area plus NGOs on the project coordinating group attended 2 day, in first week March, trainings on carrying out the field school visits, focus groups, activities and questionnaires. The tasks required of them were to select at least 9 schools and carry out the activities outlined in the Diagram below in 6 schools. Purpose WHY: To facilitate the development of the MoEST national policy framework on inclusive education HOW: Find out what stakeholders (teachers, students, parents, county officials) think about inclusive education for children with disabilities OUR APPROACH: Awareness-raising/consensus-building on inclusive education. Interviews and focus group discussions
In the second week training sessions with the facilitators were held. The Light for the World Office in consultation with the MOEST selected 8 counties and facilitators to carry out interviews and focus groups with 6 schools in each area 1 secondary and 5 primary schools. Facilitators were identified in: Mundri-West, Western Equatoria Mundri-East, Western Equatoria Yei, Central Equatoria Morobo, Central Equatoria Rumbek, Lakes Wau, Western Bahr el Ghazal Aweil, Juba, Central Equatoria Torit, Eastern Equatoria (reserve) Two facilitators from each area plus NGOs on the project coordinating group attended 2 day, in first week March, trainings on carrying out the field school visits, focus groups, activities and questionnaires. The tasks required of them were to select at least 9 schools and carry out the activities outlined in the Diagram below in 6 schools. Purpose WHY: To facilitate the development of the MoEST national policy framework on inclusive education HOW: Find out what stakeholders (teachers, students, parents, county officials) think about inclusive education for children with disabilities OUR APPROACH: Awareness-raising/consensus-building on inclusive education. Interviews and focus group discussions
2014-06-10-Report-on-data-gathering-and-analysis.docx