We Ring the Bell

A worldwide initiative of Liliane Fonds that runs in more than 20 countries to raise awareness for the right to education for children with disabilities. We Ring the Bell for Inclusive Play-Based Early Childhood Education (IPECE) for all children, including children with disabilities.

Why we ring the bell

• Every child learns through play, with or without a disability.
• Inclusive, play‑based early learning is effective, affordable and doable now.
• Governments must invest in Inclusive Play‑based Early Childhood Education (IPECE).

Explore all We Ring the Bell advocacy materials in the Resources hub.

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Theme 2026: Ringing the Bell for financing IPECE

We build on our previous initiatives to promote Inclusive Play-Based Early Childhood Education (IPECE) and align with the growing international momentum for improved financing of early childhood development, care and education. This is particularly urgent as the first Ever International Finance Summit for Early Childhood is set to take place in 2027. The aim of the Summit is to support countries in moving from pledges to funded national plans, making SDG 4.2, access to quality early childhood development and education for all children, achievable by 2030.

Inclusion and equity are central to this: financing strategies must deliberately reach the most vulnerable children, including children with disabilities. After all, inclusive financing benefits all children.

• Learn more about the Act For Early Years campaign. 
• Discover how our IPECE approach is driving inclusive early childhood education in Kenya.

As early childhood education is still developing in many countries, it is crucial to design it inclusively from the ground up. This means taking into account the needs of children with disabilities from the outset, for example by investing directly in inclusive infrastructure, inclusive pedagogy and the use of play‑based methods and materials.

That is why we call for:

1. Make inclusive, play‑based early childhood education (IPECE) the standard from day one. Ensure that inclusion is not an add‑on, but is embedded in policy, programme design and financing from the outset.
2. Strengthen policies and systems for inclusive, play‑based early learning in all early childhood settings. Adopt and implement policies that support inclusive practice and invest in learning environments that are accessible to all children, with a focus on inclusive pedagogy, play‑based methods and appropriate materials.
3. Guarantee targeted resources for inclusion. Provide dedicated funding (such as an Inclusion Grant) for support services, assistive devices and accessible play and learning environments for children with disabilities.
4. Apply UNICEF’s 10% benchmarks. In line with UNICEF’s commitment to both early childhood and disability inclusion, set aside at least 10% of early years funding explicitly for the inclusion of children with disabilities.

Our message is clear: Inclusive, play‑based early childhood education (IPECE) is achievable by 2030, but only if inclusion is not an afterthought, but a prerequisite for financing.

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We Ring the Bell compilation

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