Supported by British Council, Universitas Nahdlatul Ulama, Jogjakarta – University of West England, Bristol, UK Develop Inclusive Practices on Campus

UNU Jogjakarta through the Center for GEDSI in collaboration with the University of The West of England (UWE), Bristol, UK, received funding from the British Council to develop inclusive policies and practices for greater accessibility in higher education.

This project is led by Senior Lecturer of the Faculty of Architecture and Environment UWE Dr Tariq Umar, supported by UNU Yogyakarta through the Director of the Center for GEDSI Wiwin S.A. Rohmawati, Secretary of the Center for GEDSI Erin Gayatri, Expert in Gender Equality and Social Inclusion Yusnita Ike Christanti and Social Inclusion Practitioner Faidatun Nadiroh.

This project is scheduled to be completed in one year starting from March 2024 marked by a kick off meeting on March 29, 2024.

Based on statistical data, the representation of people with disabilities in Indonesia and the UK in higher education and employment is very small. For example, in Indonesia, people with disabilities who complete higher education are only 4.51%. Similarly, in the UK, only 24.9% of disabled people aged 21 to 64 have a bachelor’s degree as their highest qualification.

“Students with disabilities in both countries are less likely to continue their education, graduate with excellent grades, and obtain high-skilled employment or further study. Therefore, the overall objective of this project is to develop a roadmap to reduce the access gap and mainstream inclusive education practices in higher education settings in Indonesia,” explained the Director of the Center for GEDSI Wiwin.

Wiwin further explained that the specific objectives of this project include:

First, reviewing the current conditions, including policies, practices, and regulations related to the context of higher education for people with disabilities in Indonesia.

Second, conducting a benchmark of the existing conditions, including policies, practices, and regulations related to the context of higher education for people with disabilities in Indonesia and the UK to address these gaps.

Third, engaging stakeholders, including the government, higher education institutions, policy makers, and the community to develop a roadmap to reduce the access gap and mainstream inclusive education practices in higher education settings in Indonesia.

Fourth, develop a support center for improving accessibility of higher education at UNU to support universities in Indonesia in inclusive education practices.

Fifth, organize training, seminars, and workshops on how to support people with disabilities in society, higher education, and the workplace.