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163 - Itinerant Teachers in Togo and Cambodia, Handicap International,
United Kingdom
CONTACT
Handicap International UK
Ms. Julia McGeown
United Kingdom
+44 8707 743737
OVERALL GOAL /MISSION
The mission of this project is to develop a cost effective and comprehensive mechanism to allow the day-to-day realities
of inclusive education to work well in a low-income country. We focus on the ongoing training of mainstream teachers
by using specialist itinerant teachers, who also help to support individual students. This model aims to tackle the
problem of poor teacher training on the topic of inclusive education. Barriers to both mainstream and inclusive
education in Togo are similar to those faced in other low-income countries, which is why this model could be applicable
in other countries worldwide. In Togo, education has traditionally been given a low priority, given more immediate
challenges, such as poor water supplies, and insufficient health care, infrastructure and sanitation. This project aims to
create a more inclusive and child-friendly environment in general, and would, therefore, increase accessibility for all
populations, including ethnic minorities, refugees, street children, and other vulnerable groups.
THE SOLUTION THAT HAS BEEN DEVELOPED
Itinerant teachers work with specific students while simultaneously providing support to teachers and suggesting how
to develop new low cost teaching materials or use the materials that have been provided. The result is ongoing training
of mainstream teachers and support to children and their families, without having to expect all mainstream teachers to
be specialists in all fields. Each Itinerant teacher visits each students on his/ her caseload on a weekly basis.
COUNTRY IN WHICH IT WAS DEVELOPED: Togo and Cambodia
COUNTRY/ COUNTRIES IN WHICH IT IS OPERATING: Togo
FACTS ABOUT SIZE AND SCOPE
1. Direct beneficiaries from the Itinerant teachers project =170 indirect beneficiaries ( in the wider IE project) = 555 in
Dapaong and 319 in Kara
2. 5 itinerant teachers in Dapaong and 3 itinerant teachers in Kara have been trained extensively to become
specialists in their fields. In 2015, each itinerant teacher is in charge of 15 students; 45 overall. This has grown by