Title: A Guidline for ensuring inclusion and equality in education
Type of the resource: Handbook/Guide/Manual
Funded by: UNESCO
Authors:
Type of disability: ALL TYPES
Target education level: Primary education
Language(s): English
IPR: No
OER: No
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
Calls for inclusive and equitable quality education and lifelong learning opportunities for all by 2030. It emphasizes inclusion and equity as laying foundations for quality education and learning
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
The guide is intended for use by key government education policy-makers, working with key stakeholders such as teachers and other educators, students, families, and community representatives. The guide could also assist development partners in facilitating a policy review process.
Sources and means of verification: (What are the sources of information for these indicators?)
1.Education is UNESCO’s top priority because it is a basic human right and the foundation on which to build peace and drive sustainable development.
2. As part of their education plan, Goal 4, aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The Education 2030 Framework for Action provides guidance for the implementation of this ambitious goal and commitments.
Risks and Challenges:
It is important to ensure effective communication among various stakeholders in countries where various laws and sectors regulate certain population groups. When communication is effective, it is possible to build a legislative framework that will unite available resources around the single purpose of creating a more inclusive and equitable system of education.
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
To support teachers with communication and language subjects for students with moderate learning disabilities, how to approach, create curriculum and teach.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
This guide is intended to support countries in embedding inclusion and equity in educational policy.
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
To achieve this ambitious goal, countries should ensure inclusion and equity in and through education systems and programs. This includes taking steps to prevent and address all forms of exclusion and marginalization, disparity, vulnerability and inequality in educational access, participation, and completion as well as in learning processes and outcomes. It also requires understanding learners’ diversities as opportunities in order to enhance and democratize learning for all students.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
1.Under the leadership of the Ministry of Education, a steering committee should be established with a clear political mandate to ensure impact and change.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
There is strong evidence of the potential of approaches that encourage cooperation between students for creating classroom conditions that can both maximize participation, while at the same time achieving high standards of learning for all members of a class.
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Different participatory approaches should be considered in order to ensure that stakeholders from marginalized groups, such as ethnic and linguistic minorities, indigenous people, girls and persons with disabilities, will feel empowered to take part in the discussions.
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
Breaching the gap between rich and poor students. Ensuring that all learners have access to quality education also acknowledges the intrinsic value of diversity and respect for human dignity.
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
1. It is built upon the UNESCO International Bureau of Education (IBE) series of Training Tools for Curriculum Development, ‘Reaching Out to All Learners: A Resource Pack for Supporting Inclusive Education’, and on updates to the 2009 UNESCO Policy Guidelines on Inclusion in Education.
2. Inclusion and equity are overarching principles that guide all educational policies, plans and practices
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Schools and other learning centres should provide support for learners who are at risk of underachievement, marginalization and exclusion.
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