scholarly journals Challenges in Primary Level Inclusive Education in Bangladesh

2021 ◽  
Vol 9 (11) ◽  
pp. 14-20
Author(s):  
S.J.M. Ummul Ambia ◽  
Md. Shafiqur Rahman
Keyword(s):  
Inclusive Education ◽  
Millennium Development Goals ◽  
Education For All ◽  
International Treaties ◽  
Primary Level ◽  
Inclusive Approach ◽  
Service Training ◽  
Development Goals ◽  
Inclusive Education Policy ◽  
Inclusive Schooling

Bangladesh’s step towards inclusive education was given incentive by its involvement in major international declarations. Bangladesh agreed with the declaration of Education for All, in which education is to be provided to all children with an inclusive approach. In addition, Bangladesh is also committed to achieve Millennium Development Goals, which articulated the rights of all children into education through uniform system. It is important to note that the trend of enacting inclusive education policy and legislation in Bangladesh is mainly based upon the international treaties. The purpose of this paper is to highlight challenges in inclusive education for the policy formulators, implementers, and future researchers to take measures accordingly to universalize inclusive education in the country. The challenges identified in inclusive education concerned unfulfilled requirements of children with special needs, unfriendly situation, inadequate material and non-conforming curriculum, misinterpretation and mismanagement by stakeholders, restricted political and social backing, and adverse physiography. Pre-service training of teachers, along with continued assessment, collaboration and coordination to overcome challenges of inclusive schooling is recommended.

scholarly journals Inclusive Education and Perception of In-Service Teachers

2020 ◽  
Vol 1 (1) ◽  
pp. 48-56
Author(s):  
Ramakrishnan B
Keyword(s):  
Inclusive Education ◽  
Millennium Development Goals ◽  
Sustainable Development Goals ◽  
Education For All ◽  
Regular Classroom ◽  
Government Institutions ◽  
Children With Disability ◽  
The World ◽  
Development Goals ◽  
Equality In Education

Since the Universal Declaration of Human Rights, the United Nations have brought various policies and conventions to support minorities across the world, including differently-abled persons.  However, we are not where we are today without the contributions of numerous countries, developmental organizations and non-government institutions. For instance, we've the UN proposed Sustainable Development Goals (SDGs) and Millennium Development Goals (MDGs) that promote  quality and equality in education for all, with zero rejection and discrimination, including those against children with disability (CWD). This paper systematically maps the existing literature on the perception of in-service teachers towards including CWD in a regular classroom with the challenges faced by teachers toward facilitating a uniform approach to education for all amid shortage of relevant skills and resources. Future implications and recommendations are also discussed in the paper.

scholarly journals Intersections of Education for All and the Convention on the Rights of Persons with Disabilities: Explaining the Conflicting International Cadences of Inclusive Schooling

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Kas Mazurek ◽  
Margaret Winzer
Keyword(s):  
Inclusive Education ◽  
Global Education ◽  
Disabled Persons ◽  
Education For All ◽  
Persons With Disabilities ◽  
Policy Frameworks ◽  
The World ◽  
Policy Systems ◽  
Inclusive Schooling ◽  
Development Agendas

Intersections of Education for All and the Convention on the Rights of Persons with Disabilities: Explaining the conflicting international cadences of inclusive schooling): Education for All (EFA) was encapsulated in a series of UN summits and conventions throughout the 1990s. In 2000, governments around the world adopted the Dakar Framework that addressed education for both development and the eradication of poverty. In 2006, changes in the global landscape for those with disabilities emerged with the Convention on the Rights of Persons with Disabilities (CRPD). Although the cadences differ, both the CRPD and EFA clearly identify inclusive education as one of the key strategies to address issues of marginalization and exclusion. Yet only 2 to 3 percent of those with disabilities go to school and, in the vast majority of education systems around the world, inclusive schooling remains extremely limited, if not non-existent.This paper centers on the CRPD embedded within the universal policy frameworks of Education for All. It explicitly draws attention to contradictions between the universal EFA and the disability-centric CRPD by assessing aspects such as hard-to-reach children, the invisibility of disabled persons on UNESCO’s statistical maps and in development agendas, and increasing segregation. We conclude that although progress of the CRPD is intimately connected to broad global education governance, the treaty is limited in maintaining an effective, proactive position within policy systems where it has constricted formal authority and financing.

scholarly journals On Uganda government’s commitment to the development and implementation of the mother tongue education policy in post-2015 era

2018 ◽  
Vol 12 (2) ◽  
pp. 1-17 ◽  
Author(s):  
Fred Masaazi ◽  
Medadi Ssentanda ◽  
Willy Ngaka
Keyword(s):  
Education Policy ◽  
Millennium Development Goals ◽  
Mother Tongue ◽  
Education For All ◽  
World Language ◽  
Mother Tongue Education ◽  
National Initiatives ◽  
Development Goals ◽  
The Government

The year 2015 was set as deadline to realise the Millennium Development Goals (MDGs) which were authored in 2000 by 189 states in the world. Language is at the heart of MDGs (Barron, 2012; Romaine, 2013). Some scholars look at language (development) as a measure and/or determinant of development (e.g. Romaine, 2013). This paper examines Uganda’s commitment to the development and employment of mother tongues in education as a way of realising the quality of education in Uganda. It is important to reflect on the trend and level of mother tongue development and employment in education in Uganda to chart the way forward for the post-2015 period. The paper draws from different studies and reports which have focussed on mother tongue education in Uganda. This study faults the government in many ways for failing to sustain the national initiatives of mother tongue education, particularly in terms of poor financing and failure to monitor the implementation of UPE and mother tongue education programmes. The paper proposes a way forward for the realisation of a meaningful Education for All (EFA) in form of Universal Primary Education (UPE) initiative and the mother tongue education policy introduced in Uganda in 1997 and 2006 respectively.

The Millennium Development Goals, disability rights and special needs education in Ethiopia: a case study of the Oromiya region

2017 ◽  
Author(s):  
Jeff Grischow
Keyword(s):  
Human Rights ◽  
Special Needs ◽  
Inclusive Education ◽  
Millennium Development Goals ◽  
Universal Primary Education ◽  
Disability Rights ◽  
Special Needs Education ◽  
Ethiopian Government ◽  
Development Goals

This chapter examines disability rights and special needs education as well as the importance of inclusive education in Ethiopia's Oromiya region in the context of the Millennium Development Goals (MDGs). One of the most important organisations in Oromiya is Christian Horizons-Ethiopia (CH-Ethiopia), an affiliate of Christian Horizons-Global (CH-Global). Since 2004, CH-Global has been working with the Ethiopian government on special needs education (SNE) projects. In 2010 the organisation proposed to build 50,000 primary school spaces for disabled children in Ethiopia. Embedded within the CH-Global proposal is a strong commitment to human rights. The chapter considers CH-Ethiopia's experience to date, set within the context of MDG 2 (which calls for the achievement of universal primary education by 2015), and its partnership with the Ethiopian government, along with the confluence of historical forces since the 1970s that have made that partnership possible.

scholarly journals Beyond the Politics of Inclusion: The Policy Environment and the Fate of Children with Disability in the Ghanaian Educational System

2019 ◽  
Vol 10 (5) ◽  
pp. 54-61
Author(s):  
Efua Esaaba Mantey
Keyword(s):  
Inclusive Education ◽  
Basic Education ◽  
School Attendance ◽  
Education For All ◽  
New Developments ◽  
Gender Parity ◽  
Children With Disability ◽  
And Gender ◽  
Inclusive Education Policy ◽  
Secondary Information

Abstract The 1992 constitution of Ghana and other national legislative instruments guarantee and promote free compulsory universal basic education for all Ghanaian children irrespective of their background. This has been the practice for many years. Even though these policies have chalked some successes, especially regarding school attendance and gender parity, there still remains some level of uncertainty as to whether all Ghanaian children, especially those with disabilities, benefit from these policies. Using secondary information available, the paper provides an overview of the existing legislative instruments that seek to promote the adoption of inclusive education policy in Ghana. Evidence from the literature reveals that there are restrictions within the current policy provisions which make inclusive education not possible for children living with disabilities. The paper concludes and recommends that there should be some modifications or new developments of inclusive education to enable the system to accommodate the diverse educational needs of children with disabilities.

scholarly journals School–Family Relations: An Educational Challenge in Times of COVID-19

2021 ◽  
Vol 18 (20) ◽  
pp. 10681
Author(s):  
Mario Ferreras-Listán ◽  
Coral I. Hunt-Gómez ◽  
Pilar Moreno-Crespo ◽  
Olga Moreno-Fernández
Keyword(s):  
Digital Literacy ◽  
Millennium Development Goals ◽  
Ad Hoc ◽  
Family Relations ◽  
Communication Strategies ◽  
Educational Process ◽  
Educational Opportunities ◽  
Education For All ◽  
Educational Challenge ◽  
Development Goals

The COVID-19 pandemic has widened the gap regarding access to educational opportunities, which was included in the Millennium Development Goals (MDGs). This descriptive, quantitative study aims to examine the communication strategies employed by secondary schools in Spain during the lockdown, as well as to analyse the co-responsibility of the educational process between schools and families. An ad hoc questionnaire (GIESBAFCOV-19) was designed and implemented to gather information. The results show that, in most cases, mothers were responsible for assisting and supervising their children’s homework as persons in charge of education-related matters. Additionally, before the lockdown was put in place, about half of the participating families received information from the educative centres regarding the disease and sanitary measures. Once the lockdown took place, families put the focus on their children’s schoolwork, not without difficulties in academic and digital literacy. In general, the families were satisfied with the communication established with the educational centres. The present study has raised the necessity to improve communication between centres and families and to reflect on the tools and systems used for its exchange. Consequently, it seems that information and digital competences should be promoted to guarantee an equalitarian education for all.

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