School leaders as agents of change towards equity and inclusion

Credit

GPE/Kelley Lynch

Project Abstract

This project explored how school leaders in Nepal, Pakistan, and Afghan refugee schools in Pakistan can drive inclusive education reforms through professional learning communities—Networked Improvement Communities (NICs)—supported by digital open resources and continuous improvement tools.

The initiative demonstrated that empowering school leaders to collaboratively address micro-challenges of inclusion leads to measurable improvements in student access, participation, and learning. The project emphasized scalable, context-sensitive models for professional development and system-wide change.

Project Stats

Completed

Implementing Organization(s):

Allama Iqbal Open University

Canadian Women for Women in Afghanistan

Foundation for Information Technology Education and Development (FIT-ED)

Kathmandu University

Project Leader:

Freda Wolfenden

Implementing Countries:

Nepal,

Pakistan

Main Theme:

Gender equality, equity and inclusion

Duration:

28 months

End Date:

Jun 2024

Project Impacts: Policy and Practice

Impact: Policy & Practice

The project catalyzed policy and practice changes across diverse education systems:

Nepal

The Open Course was integrated into Kathmandu University’s Continuing Professional Education Centre (CPEC) and endorsed by the Ministry of Education’s CEHRD.
Municipalities in Bardibas and Kamalamai adopted the NIC model and trained facilitators to support school leaders.

Pakistan

The Federal Government Educational Institutions (FGEI) endorsed the NIC model for 311 Army schools, reaching 7,000 teachers.
The Directorate General of Special Education (DGSE) adopted the Open Course and NIC model to improve inclusion of children with special needs.
NGOs like Sightsavers and Inspire Pakistan integrated the model into their teacher training and outreach programs.

Afghan Refugee Schools (Peshawar)

NGOs managing UNHCR schools (IDEA, Khwando Kor) adopted the full NIC model.
Estiqlal High Schools enrolled teachers in the Open Course and formed NICs including parents.
CW4WA integrated the model into its online school for Afghan refugee students.

Across all contexts, school leaders reported increased confidence, agency, and understanding of inclusive education. The NIC model fostered peer collaboration, data-driven decision-making, and community engagement.

“Now I understand that education is a right for everyone… there is no difference between them.”

Male School Leader, UNHCR School, Peshawar