Ringing the Bell for Inclusive Education 2025

Every child deserves the chance to learn, grow and participate. Still, millions of children with disabilities are excluded from education. The reason is shocking. Education systems are often not designed for inclusion.

As the 24th of January marks the International Day of Education, we pause to reflect on what inclusive and quality education truly means. It is a moment to recognise progress, while also acknowledging those who are still being left behind.

Understanding and data

Through the annual We Ring the Bell campaign, partners of Liliane Fonds raise awareness of this inequality. By ringing the bell, communities draw attention to the right to inclusive and quality education.

In 2025, the campaign once again brought together children, parents, teachers, partner organisations and authorities. Across continents, communities made noise for inclusion. The bell served as a reminder that education must be accessible to every child. For the first time, the campaign was done together with MIVA. This year’s theme was: “We Ring the Bell to unlock the potential of EdTech to advance inclusive education”. By integrating this focus into the campaign, we aimed to raise awareness, engage key stakeholders. But also to advocate for the transformative role of education technology (EdTech).

Infographics were specifically designed in English, Spanish and French.

Key Figures by Country

India: reaching scale and policy level

In India, We Ring the Bell reached 373 schools. Public and private schools both took part. More than 58,000 children were involved. Public leaders supported the campaign. Parents became more engaged as advocates for their children’s rights.

The campaign led to concrete improvements. Schools increased accessibility. Assistive devices were introduced. Disability inclusion entered state-level education discussions, linking community action to structural change.

Ethiopia: children raising their own voices

In Ethiopia, awareness sessions were organised throughout the year. Acceptance of inclusive education within school communities increased. The ringing of the bell became a strong symbol. It reminded schools of the right to inclusive and quality education.

Children with disabilities rang the bell themselves. They spoke about their needs in front of their peers. Interaction between children with and without disabilities improved. Participation in sports, music and performances became more visible.

Bolivia: inclusion as a shared responsibility

In Bolivia, We Ring the Bell was implemented across seven departments. The campaign was led by 18 partner organisations. Activities were organised around 2 April, aligning with the Plurinational Day of Inclusive Education and World Autism Awareness Day. Schools, families and civil society took part. Together, they highlighted inclusive education as a joint responsibility.

Children and young people with disabilities were clearly visible during campaign moments. Through local and national media coverage, inclusive education reached a broad public in 2025.

Cameroon: scaling inclusion through national leadership

In Cameroon, We Ring the Bell was launched nationally in May 2025 under the Ministry of Social Affairs. The campaign reached nearly 300 schools and mobilised a wide network of partner organisations. More than 38,000 children took part, while strong engagement from public leaders positioned inclusive education as a national priority.

Media outreach extended the message far beyond schools and communities. The focus on education technology encouraged practical adjustments in schools and the use of assistive tools. Authorities pledged to enrol more children with disabilities and to reduce financial and physical barriers to learning.

Burundi: changing attitudes in schools

In Burundi, the campaign reached seven public and community schools. Awareness sessions were held with teachers and local authorities. These sessions led to positive shifts in attitudes towards inclusive education. As a result, 15 children with disabilities were newly enrolled in participating schools.

Radio broadcasts, printed materials and online messages supported the campaign. Engagement from authorities underlined the importance of institutional involvement.

Kenya: from awareness to practical action

In Kenya, the campaign took place in inclusive schools in Makueni County. Children, parents and teachers joined the activities. Government institutions played an active role. This support helped schools admit more children with disabilities.

Teachers received training in inclusive practices. Follow-up actions made the campaign tangible. Practical improvements at school level benefitted all learners in 2025.

Zambia: turning awareness into commitment

In Zambia, the campaign reached more than 1,200 children and young people with disabilities. Children led performances and advocacy activities. Parents and carers gained confidence to speak up. Public events created space for dialogue on inclusive education and accessible learning tools.

Media coverage was extensive. A key result was the signing of 200 formal commitments by government bodies, civil society organisations and partners. These commitments moved the campaign from awareness to accountability.

Keeping the bell ringing

Across all countries, We Ring the Bell showed the strength of collective action in 2025. Children with disabilities were seen. Their voices were heard.

By returning each year, the campaign keeps inclusive education on the agenda. Ringing the bell remains a call for systems that include every child.