Teacher training in Pakistan has reverted to traditional methods that do not incorporate inclusive education approaches after specialized instruction methods were shared but not fully institutionalized, and the technical support provided was not fully integrated into government systems.
Date: 6/26
Region: South Asia
Country: Pakistan
Topic: Gender Equality & Inclusion, Education
Policy Lens: Democracy & Governance
Entry Type: System Impact
Additional Context: This information comes from a report produced by Inclusive Development Partners, or IDP, a research and technical assistance organization. Using a mixed-methods design under IRB approval from the University of Massachusetts Boston, the study triangulated a global survey of staff from 82 projects across 80 implementing organizations with key informant interviews and focus group discussions across eight countries where IDP had existing programs: Bangladesh, El Salvador, Kenya, Liberia, Malawi, Nepal, Nigeria, and Pakistan. Data collection took place between January and March 2026.
According to IDP, trained specialists in inclusive education, disability-disaggregated data collection, Universal Design for Learning, assistive technology procurement, and community-based rehabilitation have lost their positions, with many moving to other sectors or countries. Government respondents confirmed that the technical expertise concentrated in USAID-funded staff was not replaceable in the short term.
Source: Inclusive Development Partners