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Some experiences in Inclusive Education UNICEF

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Presentation on theme: "Some experiences in Inclusive Education UNICEF"— Presentation transcript:

1 Some experiences in Inclusive Education UNICEF
Devashish Dutta Adolescent Development specialist UNICEF Regional Office for East Asia and Pacific

2 Levels of (Dis) Aggregation
Age Male and Female Urban and Rural Region or Province Ethnic Groups Religion Language Nationality Disability Poverty

3 Significant disparities within countries
We know… Significant disparities within countries Poverty, Disabilities, language, Gender, Ethnicity, – big factors. Those in remote and rural areas more disadvantaged.

4 Education–Poverty Average number of years of schooling Cambodia 14 12
10 Richest 20% (8.2 years) 8 Average number of years of schooling Male (6.5 yrs) Cambodia 6 Female (5.5 yrs) 4 Poorest 20% (3.4 years) Education poverty 2 Extreme education poverty

5 GER = Enrolled children of all ages / Total number of children in the official school age group
NER = Enrolled children in the official school age group / Total number of children in the official school age group

6 Five Dimensions of Exclusion

7 Some other contributors…
Child Marriage: Not as “low” as we think, in the EAP region!

8 Gender Parity to Equality to Inclusion and Equity
Gender parity at national levels does not imply parity at subnational/provincial/minority groups “equity means that all children have an opportunity to survive, develop, and reach their full potential, without discrimination, bias or favoritism”.  Equity: Different from equality, it seeks to prioritize the “worst off”, to eliminate disparities and biases that are caused due to the social context. Gender equality IN education linked to Gender equality THROUGH Education Vulnerabilities from : Definition of Gender Equality: Source: ABC of Women Worker’s Rights and Gender Equality, ILO, Geneva, 2000) Inclusive Education: Definition from UNESCO’s guidelines:

9 Regional UNGEI: Bi-monthly meetings, newsletters, multi-country research, joint advocacy events, …
Gender in education advocacy and support for Policy Implementation: Strengthening regional advocacy strategies Knowledge generation, management: Research, sharing knowledge resources and facilitating communication between national, regional and global networks and partners

10 UNGEI: Some Activities 2012-13
Gender in education advocacy and Policy Implementation Support Joint statements International Day of the Girl Child) Prn at the ASEAN Civil Society Meeting, Phnom Penh Lao (new partnership, within sector WG) PNG Knowledge generation Why are Boys Underperforming in Education” study – Malaysia, Mongolia, the Philippines, Thailand Finalization of Desk Review and Research Protocols for multi-country partnership study on “School-to-Work Transition” – with ILO, UNESCO, Plan and UNICEF PNG Knowledge management Publication of EAP UNGEI e-Newsletters (2012): Issue#1 : Migration and gender equality in education Issue #2 : Sport, play, recreation and gender equality in education Issue #3 :Gender equality in education and curriculum balance Issue #4: Voices of Girls

11 Examples from the region
Philippines: Analysis of History Textbooks (Women portrayed as passive audience, men as the lead actors) Right to Play: Only Girls can Score: Mixed team football initiative Nepal: Addressing “eve-teasing” through LSBE EAP UNGEI initiative on Boys: Which Boys/ Which Girls

12 “Children with disabilities will benefit if the society focuses on what those children can achieve rather than what they cannot do.”

13 Disability and sickness keeping children out of school
Reasons for not attending school (Children Aged 6-11), Thailand Source: Thailand Out-of-School Children Initiative Country Study, Thailand Country Office 2012 Note: D/K – “Don’t know”

14 OOSC Aged 5 - Vietnam (Census)
Source: Viet Nam 2010 Census as cited in the Out-of-School Children Initiative, Viet Nam Country Study 2012

15 Challenges for Inclusion of Children with disabilities
Not seen as priority in public efforts to improve basic education Data on children with disabilities Negative social/cultural norms

16 Education for Children with Disabilities in Cambodia
Policy on Education of Children with Disabilities, 2008 ECCD Policy, 2010 Master Plan on Education of Children with Disabilities Inclusive education is integrated into CFS Policy and Master Plan in 2011 (IE have been integrated into PB budget in 2012). CFS Steering Committee with Inclusive Education Sub-Committee

17 Data, Research, Studies - Cambodia
Disability Classification System EMIS, disability related questions were integrated in 2011 Study on intellectual disabilities (UNICEF, 2009) In-depth study on intellectual disabilities in rural Cambodia (New Humanity, 2011) GPE Disability Prevalence Study (2012)

18 Cambodia: Inclusive preschools
ECE Enrolment, 2011/2012: 29 % of 3-5 year-olds 52.6 % of 5 y.o. Inclusive preschools (children with disabilities) since October 2011 Bilingual Preschools – since December 2011

19 Inclusive preschools in Cambodia
ECD Resource Package developed (2009) Preschool teachers are trained (pre- and in- service) in new module and assessment tools. 30 preschools (Community and State preschools) opened in October 2011 in two provinces. preschool package Different modules were developed for SPS/CPS and for Home-based programmes.

20 Cambodia: Inclusive education for children with disabilities
In 2000 pilot in one province; now in 15 provinces Cambodian Sign Language Screening and Referrals for CWDs Special education courses: Special education for children with intellectual disabilities, Education for children with hearing impairment Education for children with visual impairment

21 Successful advocacy? Articulation of a compelling vision
Identifying champions and partners Build coalitions to discuss concepts, evidence, analysis… Consensus on what needs to change- shared vision Pilot, learn, policy, implementation Campaign mode at the right time (tipping pt) Becomes the norm: Everyone says “we did it”

22 Thank you Acknowlegments:
A parent-to-child early childhood development pilot in Guangxi Acknowlegments: Cliff Meyers, Chemba Raghavan, leotes Helin, Tanaporn Perapate, Lyn Bae, Natalia Mufel, Jisu Kim, Dale Rutstein Thank you

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