Gizachew Lerebo, Bifola Primary school principal also said that currently there are 13 CWDs (4 boys and 9 girls) learning in his school. He further stated that his school’s welfare club provides school supplies to such children. Disability cannot stop me from learning Adurahman Habiba, was the first CWD to be enrolled in Loke Sifo NFBE. He is the youngest of the 5 children of a family. His elder brothers and sisters have remained illiterate. After the project school was established his parents were convinced to enroll him in school even if he were disabled. Eventually, Adurahman, joined school and became one of the best students. Today, he has moved to Loke primary and is learning in grade 8. During the last semester he stood 2nd in class out of 35 students. Abdurahaman is resolute student who says “regardless of the problems I am facing I am determined to complete my education. It is my responsibility to finish my education, become the only educated member of my family and help other children with disability to learn”. The increased awareness on the right of CWDs to access education, the adoption inclusive education by WEOs through technical support and implementing NGOs experiences, the enrolling more and more CWDs by schools even going to the extent of organizing support for CWDs by school structures as reported by Bifola School above are good examples of the impacts that the Projects established on addressing the issues of CWDs. 3.5.5. Unforeseen effects or impacts of the Projects Projects are focused interventions with defined objectives and goals. It is known that all efforts and resources are invested to realize the set goals of each project. In the process however, there are unplanned impacts that create unintended benefits, or trigger new initiatives by local groups or institutions. In the case of the Kinderpostzegels funded projects, the following are examples of unintended impacts that have been observed. Adoption of project best practices by local governments and others The Este WEO as confirmed by the Head and the education officer have learned from WCAT about inclusive education and have established a unit for inclusive education. The unit the WEO established serves as a resources center for training and experiences sharing for many schools in the Woreda. The project introduced the need for 51
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