Transcript Access and Inclusion in Sub Saharan Africa

Access and Inclusion in Sub
Saharan Africa
Richard Rieser
Disability Equality
[email protected]
Inequalities in access to education.
• UNESCO[2006] identifies only 3% of disabled children
as completing primary education in the South majority
world; only 1% disabled girl children.
• Millennium Development Goal of Universal Primary
Education by 2015 will not be reached unless disabled
children are included.
• Of 77-113 million children not in school as many as
40% are likely to be disabled more in the areas which
are reaching a higher percentage attendance.
• Fewer than 10% disabled children in Africa attend
school.
“If we are to meet the 2015 goal, it is now time for
Governments to work together to actively target
the millions of marginalised disabled children
currently missing out on a free quality education.
Moreover, from now on, the new paradigm of
inclusive education must mark the institution of
education, understanding that the traditional
education system, as it was conceived and
designed is not only opposed to diversity, but it
works against the rights and interests of
populations historically excluded.”
Vernor Munoz UN Special Rapporteur on the Right to
Education, Foreword Education’s Missing Millions
2007
Developing Inclusive Education: A Commonwealth Perspective
A guide to Implementing Article 24 of the UN Convention on the
Rights of People with Disabilities
Types of thinking about Disabled People in Education.
Thinking/Model
Characteristics
Form of Education
Traditional
A shame on family -based on
guilt, ignorance.
Excluded from education
altogether.
Medical 1
What we cannot do.
Attempt to normalize or if we do
not fit the norm we are kept
separate.
Segregation
Institutions, hospitals,
special schools (with ‘expert’
special educators).
Medical 2
Supported by minor adjustments Integration in mainstream:to function normally and to
a)At same location-in separate
class/units.
minimize our impairment.
b)Socially in some activities
e.g. meals, assembly or art.
Continuum of provision based
on severity and type of
c)In the class with support, but
impairment.
teaching & learning not
adapted.
The form of education
received is based on what we
cannot do.
Types of thinking about Disabled People in Education 2
Thinking/Model
Characteristics
Social Model
Barriers Identified-solutions
found to minimize them.
Form of Education
Inclusive educationSchools where all are
welcomed.
Barriers of attitude, environment Staff, parents and pupils
and organization are seen as
value diversity.
disabling and are removed to
Support is provided so all can
maximize potential of all.
succeed academically and
socially.
All are welcomed and relations Teaching,learning and
are intentionally built.
assessment are reorganised.
Peer support is encouraged.
Everyone achieves their
potential with a person centred
approach.
Focus on what we can do.
1. Segregated education is based on viewing the
problem in the child
Special’ education
‘Normal’ education
Special child
Normal child
Square pegs for square holes Round pegs for round holes
Special teachers
Normal teachers
Special schools
Normal schools
Integrated education
Change the child to fit the system .
System stays the same
Child must adapt or fail
Make the square peg round
Inclusive Education
• Children are different
• All children can learn
• Different abilities, ethnic groups, size, age,
background, gender
• Change the system to fit the child
Article 24 UN Convention on Rights of
People with Disabilities
• “All disabled children and young people can fully participate in the
state education system and that this should be an ‘inclusive
education system at all levels” [para 1]
• “The development by persons with disabilities of their personality,
talents and creativity, as well as their mental and physical abilities,
to their fullest potential”[para.2 ]
• “This right is to be delivered within an inclusive primary and
secondary education system, from which disabled people should
not be excluded.” [para.2 ]
• Persons with disabilities receive the support required, within the
general education system, to facilitate their effective education; 2d
• Effective individualized support measures are provided in
environments that maximize academic and social development,
consistent with the goal of full inclusion.2e
Analysis of Fast :Track Initiative of EFA
on including disabled children
Disability Responsive is:
• Reflect international commitments;
• Identify nos. disabled children and assess their
needs;
• Have strategies on key aspects of provision;
• Develop capacity through scaling up and training;
• Importance parental &community involvement;
• Include appropriate and sufficient funding;
• Address monitoring and evaluation
Analysis of Fast :Track Initiative of EFA on including disabled
children
Education’s Missing Millions 2007 World Vision
Strong Plans
Some mention
No mention
Ethiopia
Bukino Faso
Cameroon
Ghana
Gambia
Mauritania
Kenya
Guinea
Lesotho
Madagascar
Mozambique
Mali
Niger
Rwanda
Senegal
Example Kenya
• Enrol more disabled students and widen range of
impairments
• 10% enrolment target SEN by 2010
• 18,000 primary schools modified
• 1,100 given equipment
• 110 special schools equipped with flexible
curriculum
• 25,000 teacher and 456 officials trained
• Awareness campaigns
• Targeted funding inclusive schools
• Specific budgets-training, surveys awareness etc
Ethiopia 2007
•
•
•
•
•
•
Not address disability early on
New SNE policy focus on:Teacher training-lack of knowledge
Development of support centres
Federal guidance addressing non-participation
6,000 disabled children out of 15million access to
primary education mainly in 20 special schools
and 130 regular schools
• Disabled students said few adjustments, but
included socially.
• Parental involvement very limited
Some NON FTI African Countries
• South Africa White Paper No 6, but apart from
several hundred pilot schools it is not being rolled
out. 300,000 remain out of school.
• Uganda Since 1992 have had programmes.
Support through a cluster scheme. More disabled
children attending. Teacher report lack of
capacity. Special schools becoming resource
centres.
• Tanzania committed to 20% enrolment disabled
children by 2010
• Zambia 1996 with donor support an inclusive
education programme in several provinces.
What needs to be done !
• Pressure on Governments and International Donors Inclusion
• Focus on good practice often in NGO projects share(DVD) and
scale up
• Much greater emphasis on early identification CBR and local
health workers. Increase Early Years provision.
• Training to develop paradigm shift for administrators, teachers
and families
• Transform and build accessible school buildings
• Make inclusive education mandatory in all teacher training
• In-service training for all teachers
• Involve Disabled Peoples Organisations. Empower disabled
children
• Develop inclusion experts in each district to support
mainstream schools
• Develop and make equipment in Africa.
• Run disability equality awareness in media.