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Universal Primary Education Bratislava, May 2007. Susie Miles School of Education, University of Manchester [email protected] Enabling Education Network - EENET www.eenet.org.uk. Overview. What is education? International Frameworks Millennium Development Goal: Education - PowerPoint PPT Presentation
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Universal Primary Education
Bratislava, May 2007
Susie MilesSchool of Education, University of [email protected]
Enabling Education Network - EENETwww.eenet.org.uk
Overview• What is education?• International Frameworks• Millennium Development Goal: Education• Individual v social model of education• Promoting inclusive learning environments
for all, Oriang, Kenya• Key issues in making education work• Definitions of inclusive education• UN Convention: the right to be included.
What is education?
International frameworks 1989 Convention on the Rights of the Child
1990 Jomtien, Thailand – EFA Education for All
1993 UN Standard Rules (on Disability) 1994 Salamanca Statement
2000 Dakar, Senegal, EFA Conference & Millennium Development Goals
2002 Fast Track Initiative (for EFA)
2007 UN Convention on Disability
Millennium Development Goals
Goal 2: Achieve Universal Primary Education
Target 3: Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling
Indicators for Goal 2
• Net enrolment ratio in primary education
• Proportion of pupils starting grade 1 who reach grade 5
• Literacy rate of 15-24 year olds.
Does not respond, cannot learn
Child as problem
Cannot get
to school
Needs specialequipment
Needs specialteachers
Has specialneeds
Is different from other children
Needs special environment
Teachers’ attitudes
Education system as problem
Many drop-outs, many repeaters
Inaccessible environments
Poor quality training
Rigid methods, rigid curriculum
Parents notinvolved
Lack of teachingaids and equipment
Teachers and schoolsnot supported
Physical access – Oriang, Kenya
This log is the only bridge providing access to the nearest school.
“Levelling” the school environment
Teachers and pupils working to prevent soil erosion.
The importance of good lighting
This window has been enlarged to improve light quality.
Inclusive learning environmentsImproved seating arrangements, collaborative learning, well lit classrooms, walls painted white.
Accessible toilets?
New toilets adapted for students and staff
Key Issues
Special schools
Situation analysis Inclusive
learning environments
Early childhood development Child to Child
Teacher education and development
Economic empowerment
Policy development
Parent and Parent and community community involvementinvolvement
School improvement
EENET’s view of IE
all children can learn
inclusive education is a dynamic process which is constantly evolving
differences in children, such as age, gender, ethnicity, language, disability, HIV and TB status, should be acknowledged and respected
education structures, systems and methodologies should be developed to meet the needs of all children
such developments should be seen as part of a wider strategy to promote an inclusive society
progress need not be restricted by large class sizes or a shortage of material resources.
Based on the Agra Conference, 1998
In Zanzibar (2006) the following issues were added:
• Community involvement • the role of learners – mutual learning
A UNESCO definition of inclusive education
“Inclusive education starts from the belief that the right to education is a basic human right and the foundation for a
more just society.
Inclusive education takes the Education for All (EFA) agenda forward by finding ways of enabling schools to
serve all children in their communities….
Inclusive education is concerned with all learners, with a focus on those who have traditionally been excluded from educational opportunities – such as learners with special needs and disabilities, children from ethnic and linguistic
minorities”. UNESCO, 2001
Inclusive education - a right
• Article 24 requires all signatories to ensure that all disabled children and young people can fully participate in the state education system and this should be an ‘inclusive system at all levels’.
• This right is to be delivered within an inclusive primary and secondary education system, from which disabled people should not be excluded.
• Reasonable accommodations should be provided for individual requirements and support provided in individualised programmes to facilitate their effective social and academic education.