World Bank education project in the Middle East and North Africa region: Opportunities for inclusive development

This thesis is challenging the strategies used by foreign aid systems for ensuring inclusive education. as a basic right, for people with disabilities. The thesis takes the World Bank education policy projects conducted in the Middle East and North Africa (MENA) Region as a sample for its critical examination. The principle scholarship contribution offered by the author is reflected in a new conceptual model on inclusive development. This model recognizes the role of local culture in enhancing social justice for marginalized groups. The thesis concludes that there is a significant defect in the World Bank's education policy in addressing disability indicators. quality education and accessibility standards for ensuring inclusive education in MENA. The thesis concludes that MENA has no cohesive policy on inclusive education for people with disabilities. The thesis also finds that Tunisia is considered the most advanced country in terms of inclusivity, while the other countries vary from less inclusive to non-inclusive.