Transcript Document
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 • Millennium Development Goal: Education • Action research: making education a reality • Learning from individual examples • Daniel and Patience – group discussion • Barriers • Solutions Numbers • 500 million disabled people in the world (10% of population) • 150 million disabled children • 80% live in developing countries • 77 million children are not in school • One third of out of school children are disabled • Less than 10% of disabled children go to school Competing agendas Focus on disability rights Inclusive education EFA UPE School improvement Promoting quality education 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. The action research cycle Evaluate changes made, and the action research activities used, before starting to look again Look again in a different way; involve different people Look Observe; talk about experiences; barriers to learning; methods to overcome them Act Think Make changes to practices Discuss, write about and analyse your experiences Write stories Don’t rush into action Learning from individual examples • Mamello in Lesotho attended primary school with help from her friends and a CBR programme • Kalli in Iceland – support from teachers and friends was well planned • Danijela in Serbia – the determination of her mother ensured that she went to her local school Daniel • Daniel is 15 and uses crutches. He used to go to a special school but his parents can no longer afford the school fees. He was invited to join his local school. • Daniel was often absent because his callipers were broken and his parents had no money to pay for the trip to hospital. • The teacher makes a home visit and finds him crawling. He discovers that he doesn’t use the school toilet because he can’t get into the toilet using crutches. • Daniel’s father doesn’t eat with him because he is ‘dirty’ from crawling around the neighbourhood. Patience • Patience is short, has ‘bent bones and cannot write properly • “Why is she in our class when there is a special unit?” • Teacher was welcoming; developed a positive attitude among the other children; placed her at the front of the class; used infant chairs so that she could write. Resources concentrated in special schools Attitudes Inaccessible learning environments Barriers Poverty ? ? Education policies do not include disabled children Poorly trained & overworked teachers Schools underresourced Lack of encouragement of parents and communities to get involved Solutions • In Serbia education and health professionals have received training in problem-solving approaches to make inclusive education work • In Zambia children have conducted surveys to identify out-of-school children • In Burkino Faso everyone is encouraged to learn sign language so that the deaf children are included in primary schools