A Guide for ensuring inclusion and equity in education（英文）行業(yè)資料

Aguideforensuringinclusion

and

equity

ineducation

Aguideforensuringinclusion

and

equity

ineducation

UNESCOEducationSector

EducationisUNESCO’stopprioritybecauseitisabasichumanrightandthefoundationonwhichtobuildpeaceanddrivesustainabledevelopment.UNESCOistheUnitedNations’specializedagencyforeducationandtheEducationSectorprovidesglobalandregionalleadershipineducation,strengthensnationaleducationsystemsandrespondstocontemporaryglobalchallengesthrougheducationwithaspecialfocusongenderequalityandAfrica.

TheGlobalEducation2030Agenda

UNESCO,astheUnitedNations’specializedagencyforeducation,isentrustedtoleadandcoordinatetheEducation2030Agenda,whichispartofaglobalmovementtoeradicatepovertythrough17SustainableDevelopmentGoalsby2030.Education,essentialtoachieveallofthesegoals,hasitsowndedicatedGoal4,whichaimsto

“ensureinclusiveandequitablequalityeducationandpromotelifelonglearningopportunitiesforall.”

TheEducation2030FrameworkforActionprovidesguidancefortheimplementationofthisambitiousgoalandcommitments.

Publishedin2017bytheUnitedNations

Educational,ScientificandCultural

Organization,7,placedeFontenoy

75352Paris07SP,France

?UNESCO2017

ISBN978-92-3-100222-9

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DesignedandprintedbyUNESCO

PrintedinFrance

Foreword

Includingalllearnersandensuringthateachindividualhasanequalandpersonalizedopportunityforeducationalprogressisstillachallengeinalmosteverycountry.Despitecommendableprogressmadeoverthepasttwodecadestoexpandaccesstobasiceducation,furthereffortsareneededtominimizebarrierstolearningandtoensurethatalllearnersinschoolsandotherlearningsettingsexperienceagenuineinclusiveenvironment.

The2030AgendaforSustainableDevelopment,withitsfocusonleavingnoonebehind,providesauniqueopportunitytobuildmoreinclusiveandequitablesocieties.Thisshouldstartwithinclusiveeducationsystems.

SustainableDevelopmentGoal(SDG)4oneducationcallsforinclusiveandequitablequalityeducationandlifelonglearningopportunitiesforallby2030.Itemphasizesinclusionandequityaslayingfoundationsforqualityeducationandlearning.SDG4alsocallsforbuildingandupgradingeducationfacilitiesthatarechild-,disability-,andgender-sensitiveandforprovidingsafe,non-violent,inclusiveandeffectivelearningenvironmentsforall.

Toachievethisambitiousgoal,countriesshouldensureinclusionandequityinandthrougheducationsystemsandprograms.Thisincludestakingstepstopreventandaddressallformsofexclusionandmarginalization,disparity,vulnerabilityandinequalityineducationalaccess,participation,andcompletionaswellasinlearningprocessesandoutcomes.Italsorequiresunderstandinglearners’diversitiesasopportunitiesinordertoenhanceanddemocratizelearningforallstudents.

UNESCOsupportsgovernmenteducationpolicy-makers,practitionersandkeystakeholdersintheireffortstodevelopandimplementinclusivepolicies,programmesandpracticesthatmeettheneedsofalllearners.

WeareconfidentthatthisGuideforEnsuringInclusionandEquityinEducationwillserveasaresourceforcountriesandwillcontributetoacceleratingeffortsworldwidetowardsinclusiveeducation.

QianTang,Ph.D.AssistantDirector-GeneralforEducation

Acknowledgements

ThispublicationwascoordinatedbytheSectionofEducationforInclusionandGenderEqualityatUNESCOHeadquarters(FlorenceMigeonandJustineSass)andtheUNESCOInternationalBureauofEducation(RenatoOpertti)withthesupportfromGiorgiaMagni,émelineBrylinski,HyekyungKang,CaitlinVaverek(IBE).TheteamwouldliketoexpresstheirgratitudetoSoo-HyangChoi,DirectoroftheDivisionforInclusion,PeaceandSustainableDevelopmentatUNESCOHeadquartersandMmantsetsaMarope,DirectorofUNESCO-IBEfortheirsupportthroughoutthedevelopmentofthepublication.

TheteamthanksProfessorMelAinscowforcoordinatingthedraftingofthepublication.WealsoacknowledgeJayneBradydeCastroforhersupportingatheringthecasestudies.

Theteamgratefullyacknowledgesthecontributionsofthefollowingexperts:

JosephAzoh,EcoleNormaleSupérieure,C?ted’Ivoire;ParulBakshi,WashingtonUniversity,UnitedStates;VerityDonnellyandAmandaWatkins,EuropeanAgencyforSpecialNeedsandInclusiveEducation;LaniFlorian,UniversityofEdinburgh,Scotland;EmanGaad,TheBritishUniversityinDubai,UnitedArabEmirates;MichèleHassen,RectoratdeParis,France;ElinaLehtom?ki,UniversityofJyv?skyl?,Finland;NestorLopez,InternationalInstituteforEducationPlanning(IIEP),BuenosAires,Argentina;SergeRamel,InternationalLaboratoryonSchoolInclusion,Switzerland;HumbertoJavierRodríguezHernández,EscuelaNormaldeEspecialización,México;PurnaKumarShrestha,VSOInternational,UnitedKingdom;ThereseMungahShaloTchombe,UNESCOChairforSpecialNeedsEducation,UniversityofBuea,Cameroon;andPietVanAvermaet,CenterforDiversityandLearning,GhentUniversityBelgium.

WearealsothankfulforthecommentsreceivedfromUNESCOcolleaguesMakiHayashikawa(UNESCOBangkok),SylviaMontoya(UNESCOInstituteofStatistics,UIS),HuongLeThu,RollaMoumne,JoycePoan,LydiaRuprecht,andCarlosVargasTamez(UNESCOHeadquarters).

Finally,thanksgotoallthosewhosupportedtheproductionoftheGuide:JaneKatzwhoeditedit,MarieMoncetwhowasresponsibleforthedesignandthelay-out,andMartinWickendenwhoprovidedliaisonsupportforitsproduction.

Tableofcontents

5

Tableofcontents

Listoffiguresandboxes

.......................................................................................................................................................................................

6

Glossary......................................................................................................................................................................................................................7

Introduction..................................................................................................................................................................................10

Whywasthisguidedeveloped?10

Forwhomistheguideintended?10

Whatdoestheguideinclude?10

Howwastheguidedeveloped?10

Wherecantheguidebeused?10

1.

Inclusionandequityineducation........................................................................................................................................12

Inclusionandequityindevelopmentagendas12

Inclusionandequityineducationalpolicy12

2.Inclusionandequitypolicyanalysis....................................................................................................................................16

Dimension1|Concepts17

Dimension2|Policystatements22

Dimension3|Structuresandsystems27

Dimension4|Practices32

Annex1.Guidanceforcompletingthereview 38

Proposedmethodology38

Howshouldthereviewframeworkbecompleted?38

Annex2.Thereviewframework 39

Annex3.Actionplanguidelines 43

Bibliography 44

for

guide

ensuring

equity

ineducation

A

inclusionand

6

Listoffiguresandboxes

Figure1.Dimensionsofthepolicyreviewframework12

Box1.Keyterms8

Box2.Inclusiveeducationforchildrenwithdisabilities9

Box3.InfusinginclusiveprinciplesandpracticeineducationinLaoPDR14

Box4.FittingthecurriculumtostudentneedsintheNetherlands15

Box5.BuildingcommitmenttoinclusionandequityinBangladesh16

Box6.AssessingtheinclusivenessofmainstreamschoolsinGhana17

Box7.AnationalpolicyformulticulturalisminParaguay19

Box8.BuildingleadershipthroughinclusiveeducationplanninginRwanda20

Box9.EducationalroundtablesinNicaraguaengagecivilsocietyinpolicyadvocacy22

Box10.Listeningtochildren:experiencesinDenmark24

Box11.ClusterschoolsinEthiopia25

Box12.Aregionalframeworkforprevention,careandsupportactivitiesinAfrica26

Box13.DevelopinganitinerantteachersupportsysteminCambodia27

Box14.OvercomingbarrierstoinclusioninGaza29

Box15.Co-teachingforinclusioninFinland30

Box16.TeachereducatorssupportinginclusiveeducationinVietNam31

Box17.AteamapproachtoinclusioninMacedonia32

Box18.StudentshelpingteacherstoinnovateinPortugal33

Glossary

7

Glossary

Diversity

People’sdifferenceswhichmayrelatetotheirrace,ethnicity,gender,sexualorientation,language,culture,religion,mentalandphysicalability,class,andimmigrationstatus.

Equity

Ensuringthatthereisaconcernwithfairness,suchthattheeducationofalllearnersisseenasbeingofequalimportance.

Genderequality

Theunderstandingthatwomenandmenhaveequalconditionsforrealizingtheirfullhumanrightsandforcontributingto,andbenefitingfrom,economic,social,culturalandpoliticaldevelopment.

Inclusion

Aprocessthathelpstoovercomebarrierslimitingthepresence,participationandachievementoflearners.

Inclusiveeducation

Processofstrengtheningthecapacityoftheeducationsystemtoreachouttoalllearners.

Individualeducationplan

Writtenplan/programmewithinputfromtheparentsthatspecifiesthestudent'sacademicgoalsandthemethodtoobtainthesegoals.

Integration

Learnerslabelledashaving'specialeducationalneeds'areplacedinmainstreameducationsettingswithsomeadaptationsandresources,butonconditionthattheycanfitinwithpre-existingstructures,attitudesandanunalteredenvironment.

Mainstreaming/Mainstream

Thepracticeofeducatingstudentswithlearningchallengesinregularclassesduring

education

specifictime-periodsbasedontheirskills.

Specialeducation

Classesorinstructiondesignedforstudentscategorizedashavingspecialeducationalneeds.

Specialeducationalneeds

Atermusedinsomecountriestorefertochildrenwithimpairmentsthatareseenasrequiringadditionalsupport.

Introduction

Aguideforensuringinclusionandequityineducation

Introduction

InSeptember2015,countriescommittedtoarenewedframeworkforsustainabledevelopmentbyadoptingthe2030AgendaforSustainableDevelopmentandtheSustainableDevelopmentGoals(SDGs).ThisAgendarecognizestheactionsthatindividuals,communitiesandgovernmentsneedtotaketosecurethewell-beingofbothpeopleandtheplanet,bypromotingsocialandhumandevelopment,environmentalprotection,economicprosperity,andequity.Inclusivequalityeducationisbothagoalinitself(SustainableDevelopmentGoal4)andameansforattainingallotherSDGs.

Whywasthisguidedeveloped?

Ascountriesseektostrengthentheirnationaleducationalsystems,findingwaysofincludingalllearnersandensuringthateachindividualhasanequalopportunityforeducationalprogressremainmajorchallenges.

Thisguideisintendedtosupportcountriesinembeddinginclusionandequityineducationalpolicy.Theultimateobjectiveistocreatesystem-widechangeforovercomingbarrierstoqualityeducationalaccess,participation,learningprocessesandoutcomes,andtoensurethatalllearnersarevaluedandengagedequally.

Forwhomistheguideintended?

Theguideisintendedforusebykeygovernmenteducationpolicy-makers,workingwithkeystakeholderssuchasteachersandothereducators,students,families,andcommunityrepresentatives.Theguidecouldalsoassistdevelopmentpartnersinfacilitatingapolicyreviewprocess.However,governmentswouldneedtobeatthehelmofsuchaprocessforsystem-wideandsustainablechange.

Whatdoestheguideinclude?

Theguideisbuiltaroundanassessmentframeworkthatcanserveto:

?Reviewhowwellequityandinclusioncurrentlyfigureinexistingpolicies;

?Decidewhichactionsareneededtoimprovepoliciesandtheirimplementationtowardsequitableandinclusiveeducationsystems;and

?Monitorprogressasactionsaretaken.

Theguideincludesevidencethatinformstheassessmentframework,examplesofinitiativesthatarecontributingtomoreinclusiveandequitableeducationsystemsindifferentpartsoftheworld,andrecommendationsforfurtherreading.

Howwastheguidedeveloped?

Theguidedrawsoninternationalresearchandonbest

practicerelatedtoequityandinclusionineducation

systems.Itwasdevelopedwiththeadviceandsupportof

agroupofinternationalexperts,includingpolicy-makers,

practitioners,researchers,teachereducators,curriculum

developersandrepresentativesofvariousinternational

agencies.ItisbuiltupontheUNESCOInternationalBureau

ofEducation(IBE)seriesofTrainingToolsforCurriculum

Development,‘ReachingOuttoAllLearners:AResource

PackforSupportingInclusiveEducation’,andonupdates

tothe2009UNESCOPolicyGuidelinesonInclusion

inEducation.

Wherecantheguidebeused?

Thisguideisrelevanttoallcountriesandeducationalsystems.Whiletargetingimprovementsinformaleducation,itrecognizesthateducationoccursinmanycontexts–informal,non-formalandinformalsettings–andacrossone’slifetime.Theguidecaneitherbeusedindependentlyoritcanbeincorporatedintootherpolicyreviewprocessesandtoolstoensureattentiontoequityandinclusion.

10

Glossary

1.

Inclusionandequity

ineducation

11

12

A

guide

for

ensuring

inclusionand

equity

ineducation

Inclusionandequity

ineducation

Inclusionandequity

indevelopmentagendas

Therightofallchildrentoeducationisassertedinnumerousinternationaltreatiesandtexts,andhasbeenaffirmedbybothlegallybindingandnon-bindinginstruments.1Statesthereforehaveanobligationtorespect,protectandfulfiltherightofalllearnerstoeducation(UNESCO,2014).

Thelast15yearshaveseensignificantprogressgloballyinexpandingaccesstoeducation,particularlyattheprimarylevel.Nevertheless,UNESCO’smostrecentfiguresindicatethatsome263millionchildrenandyouthagedbetween6and17years,mostofthemgirls,arenotinschooltoday(GlobalEducationMonitoringReport,2016).Projectionsindicatethat25millionofthesechildrenwillneversetfootinaclassroom.Significantgenderdisparitiesexist,withgirlsrepresentingtwo-thirdsofthetotalnumberofchildrenoutofschool.

Comparedwiththerichestchildren,thepoorestchildrenarefourtimesmorelikelytobeoutofschoolandfivetimesmorelikelynottocompleteprimaryeducation(GlobalEducationMonitoringReport,2016).Whilethesituationismostacuteinthedevelopingworld,growinginequalitiesarealsopresentinmanywealthiercountries,compoundedmainlybyincreasingglobalizationandinternationalmigration.

TheSustainableDevelopmentGoalsbuildontheMillenniumDevelopmentGoals(MDGs)andthegoalsof

1.Thisincludes,forexample,Article26oftheUniversalDeclarationofHumanRights(1948),theConventionrelatingtotheStatusofRefugees(1951),theInternationalCovenantonEconomic,SocialandCulturalRights(1960),theConventionagainstDiscriminationinEducation(1960),theConventionontheEliminationofAllFormsofDiscriminationagainstWomen(1979),theConventionontheRightsoftheChild(1989),theUNConventionontheRightsofPersonswithDisabilities(2006),andtheUNGeneralAssemblyResolutionontheRighttoEducationinEmergencySituations.See:UNESCO.2015.Education2030IncheonDeclarationandFrameworkforAction.Paris,UNESCO.

EducationforAll(EFA)–theglobalmovementtoensurequalitybasiceducationforallchildren,youthandadults–andarespecificaboutthekindofeducationthatisneededintoday’sworld.SDG4callsforcountriesto‘ensureinclusiveandequitablequalityeducation,andpromotelifelonglearningopportunitiesforall’.

TheEducation2030FrameworkforActionhasbeenadoptedbytheglobaleducationcommunitytoadvanceprogresstowardsSDG4anditstargets.TheFrameworkstressestheneedtoaddressallformsofexclusionandmarginalization.Itspecificallycallsforaddressinginequalitiesrelatedtoaccess,participation,andlearningprocessesandoutcomes,payingparticularattentiontogenderequality.Thisincludeseffortstoenableeducationsystemstoservealllearners,withaparticularfocusonthosewhohavetraditionallybeenexcludedfromeducationalopportunities.Excludedlearnersincludethosefromthepooresthouseholds,ethnicandlinguisticminorities,indigenouspeople,andpersonswithspecialneedsanddisabilities.

Inclusionandequity

ineducationalpolicy

Thecentralmessageissimple:everylearnermattersand

mattersequally.Thecomplexityarises,however,whenwe

trytoputthismessageintopractice.Implementingthis

messagewilllikelyrequirechangesinthinkingandpractice

ateverylevelofaneducationsystem,fromclassroom

teachersandotherswhoprovideeducationalexperiences

directly,tothoseresponsiblefornationalpolicy.

Educationpolicycaninfluenceandsupportinclusive

thinkingandpracticesbyestablishingtheequalrightof

everyindividualtoeducation,andbyoutliningtheformsof

teaching,supportandleadershipthatlaythefoundationfor

qualityeducationforall(UNESCO,2015b).

13

1.Inclusionandequityineducation

Box1.Keyterms

Inclusionisaprocessthathelpsovercomebarrierslimitingthepresence,participationandachievementoflearners.

Equityisaboutensuringthatthereisaconcernwithfairness,suchthattheeducationofalllearnersisseenashavingequalimportance.

Developingpoliciesthatareinclusiveandequitablerequirestherecognitionthatstudents’difficultiesarisefromaspectsoftheeducationsystemitself,including:thewaysinwhicheducationsystemsareorganizedcurrently,theformsofteachingthatareprovided,thelearningenvironment,andthewaysinwhichstudents’progressissupportedandevaluated.

Evenmoreimportantistranslatingthisrecognitionintoconcretereforms,seeingindividualdifferencesnotasproblemstobefixed,butasopportunitiesfordemocratizingandenrichinglearning.Differencescanactasacatalystforinnovationthatcanbenefitalllearners,whatevertheirpersonalcharacteristicsandhomecircumstances.

Integratingtheprinciplesofequityandinclusionintoeducationpolicyinvolves:

?Valuingthepresence,participationandachievementofalllearners,regardlessoftheircontextsandpersonalcharacteristics.

?Recognizingthebenefitsofstudentdiversity,andhowtolivewith,andlearnfrom,difference.

?Collecting,collatingandevaluatingevidenceonchildren’sbarrierstoeducationaccess,toparticipationandtoachievement,withparticularattentiontolearnerswhomaybemostatriskofunderachievement,marginalization

orexclusion.

?Buildingacommonunderstandingthatmoreinclusiveandequitableeducationsystemshavethepotentialtopromotegenderequality,reduceinequalities,developteacherandsystemcapabilities,andencouragesupportivelearningenvironments.Thesevariouseffortswill,inturn,contributetooverallimprovementsineducationalquality.

?Engagingkeyeducationandcommunitystakeholderstofostertheconditionsforinclusivelearning,andtofosterabroaderunderstandingoftheprinciplesofinclusionandequity.

?Implementingchangeseffectivelyandmonitoringthemforimpact,recognizingthatbuildinginclusionandequityineducationisanon-goingprocess,ratherthanaone-timeeffort.

Bringingtheprinciplesofequityandinclusionintoeducationpolicyalsorequiresengagingothersectors,suchashealth,socialwelfareandchildprotectionservices