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Gender and marginalization

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TOOL

3

UNESCO Bangkok OfficeAsia and Pacific Regional Bureau for EducationMom Luang Pin Malakul Centenary Building920 Sukhumvit Road, Prakanong, KlongtoeiBangkok 10110, ThailandEmail: [email protected]: https://bangkok.unesco.orgTel: +66-2-3910577 Fax: +66-2-3910866

Table of Contents

Objectives .................................................................................................. 1

Key information: Setting the scene ............................................................. 1

Box 1: Who is marginalized? ..................................................................................2

Analysing educational marginalization ........................................................ 3

Self-study and/or group activity: Educational Marginalization Analysis Tool ....3

Self-study and/or group activity: Defining inclusive education ...........................5

Box 2: Case study: Inclusive principles in practice in education in Lao PDR ......6

Mainstreaming gender in inclusive education policy for marginalized learners ...................................................................................................... 6

Box 3: Case study: Nepal’s education equity index and sector planning ............7

Further reading ........................................................................................... 9

Handout 1: Analysing Educational Marginalization .................................... 10

Handout 2: UNESCO Framework for Equity and Inclusion in Education ...... 11

References ............................................................................................... 16

Tool 3: Gender and marginalization

1

Education is a right that is universal, indivisible and does not permit any form of exclusion or discrimination. However, many countries struggle to guarantee all children and youth equal access to quality education. Marginalized groups are often left behind by national education policies and practices, denying many people their right to education.

The strong international commitment to “leaving no one behind” is also at the heart of the Sustainable Development Goal 4 agenda that commits to attaining ‘inclusive and equitable quality education’ for all. Educational marginal-ization is both a process and an outcome through which individuals and groups are systematically denied their right to education, resulting in their exclusion from social institutions, economies and civic processes.

While gender is often a powerful marginalizing factor in the lives of children who are excluded from education, there are often other ‘inter-secting’ factors that further compound their marginalization (see Box 1). For instance, a child’s gender, along with their disability or ethnicity, can mean that they are at least ‘doubly’ marginalized. Whatever the reason, however, these children have the right to be included in education.

Non-discrimination and equality are key human rights principles that apply to the right to education. Every learner matters, and matters equally. States have the obligation to implement these principles at national level for all children and youth. National laws can prevent discrimination and facilitate equity (see Tool 5), along with affirmative action and promotional measures to tackle inequalities and disparities.

ObjectivesThe objectives of this tool are to:

• introduce the concepts of inclusive education and marginalization;• identify marginalized groups in the trainee’s own context;• understand the barriers keeping marginalized learners out of education;• identify steps that can be taken to ensure education is more inclusive.

Key information Setting the scene

Gender in Education Network in Asia-Pacific (GENIA) Toolkit: Promoting Gender Equality in Education

2

Box 1 Who is marginalized?

263 million children and youth are out of school from primary through to upper secondary level.

(UNESCO, 2019).

Who are these children and youth?

• Poor children: for example, 38 per cent of the poorest children in West and Central Africa will never attend school. (UNICEF, 2014)

• Working children: there are 218 million children between 5–17 years old in employment. Of them, 152 million are victims of child labour. (UN, 2019)

• Child mothers: At least 14 million girls under the age of 18 marry every year globally. (Plan International, 2019)

• Disabled: Estimates for the number of children (0–14 years) living with disabilities range between 93 million and 150 million. (WHO, 2011)

• Child soldiers: 300,000 children are today fighting as child soldiers in over 20 countries worldwide. (UN, 2019)

• Children and youth from lesbian, gay, bisexual, transgender and intersex (LGBTI) communities can also face severe discrimination and exclusion from education.


3

Analysing educational marginalization

In the following activity, we are going to use the Educational Marginalization Analysis Tool (see Handout 1) to consider those children who might be marginalzed in your national context and the factors that are preventing them from engaging in education. This tool asks you to consider the following:

• universal characteristics of the children – e.g. age, ethnicity;

• contextual characteristics – e.g. impact of conflict, harmful traditional practices, language etc.;

• poverty context – economic status of the children;

• barriers to education that these children face at three levels: family/community, school, system;

• outcomes for these children – how does educational marginalization affect these boys and girls in terms of learning and social outcomes?

Self-study and/or group activityEducational Marginalization Analysis Tool

This activity can be done as a self-study activity or in small groups facilitated by a trainer.

Step 1Brainstorm the groups of children and youth whom you know to be excluded and marginalized in your context. • What are their general characteristics (e.g. age, disability status, gender)? • What factors in the local context force them to be excluded? • Is there any data available on these groups?

Step 2 • What keeps these children out of school – can you identify the barriers that exclude these

children?* Look at Handout 1 for ideas about the types of barriers that may exist. • Are these barriers different for males and females? If so, how?

Step 3• Can you identify any barriers that are common to more than one group of marginalized children

and youth?• What implications does this have from an education policy perspective? (e.g. tackling barriers to

education will have benefits for many marginalized groups).

Step 4• Can you identify how exclusion affects these children’s educational outcomes in the longer term?


4

Self-study and/or group activityEducational Marginalization Analysis Tool

*Sample answers might include:

(If working in a group training session, do not share these answers with the groups until they have had a chance to work on the answers themselves.)

• Families do not want girls to risk walking to school on dangerous routes. • Community wants boys to work instead of going to school. • Expenses – despite government investment in education, families routinely cover additional

costs for various items, e.g., books, transport, school supplies, uniforms, additional tuition fees.• Classrooms are overcrowded. • Conditions can be very poor in school – there may not be water or electricity, sanitation facilities

may be non-existent.• Not enough textbooks. • Not enough teachers.• Teachers lack training and/or experience in: mother tongue instruction for children from minority

groups; inclusive pedagogy to ensure children with disabilities and others are not excluded. • Infrastructure may be unsuitable for children with disabilities, e.g., no ramps, insufficient natural

light in classrooms. • Policies do not let young mothers re-enrol in school after giving birth. • Policy does not allow children to learn in their mother tongue.

(cont.)

Although thinking about groups of learners can be helpful, particularly when planning education sector interventions, the distinctions between groups can be somewhat artificial. It may be more effective to think more broadly about how barriers within the education system can be taken down to ensure better inclusion for all learners. This is

because people from different marginalized groups often face the same barriers, and programmes can be designed to address these barriers and thus benefit multiple groups. Taking a more inclusive approach to education in this way is a key strategy to facilitate the participation and engagement of all children in quality education (see the next activity).


5

Self-study and/or group activityDefining inclusive education

Write down, or brainstorm in a group, a list of bullet points to describe how you would define inclusive education. There are no right or wrong answers, this is just an opportunity to explore ideas.

Sample answers might include:

• equality; • education for all; • accepting and respecting differences;• involving marginalized children (girls, disabled, minority ethnic, street children, etc);• recognizing different abilities;• skills to help teachers manage different learners;• adapting to children;• making buildings accessible – e.g. building ramps;• being child- /learner-friendly.

Inclusive education means the presence, full participation and achievement of all learners in the general education system. It is directed to the full development of human potential, sense of dignity and self-worth. Inclusive education is every child’s right and should be free, compulsory, good quality and available in local communities.1

• By ‘presence’ we mean that all learners should be able to access and attend school. • By ‘participation’ we mean that all learners should be able to contribute to and participate

actively in classroom activities. • By ‘achievement’ we mean that all learners should be given the opportunity to achieve learning

milestones and make progress that they can see for themselves.

Educators are responsible for finding and helping all children to learn. This will probably mean giving them support from government, school authorities, the community, families, children, educational institutions, health services, community leaders and so on.

In some communities, even though all children may be enrolled in school, some may continue to be excluded from participating and learning in the classroom.

1 Adapted from Article 24 of the United Nations Convention on the Rights of Persons with Disabilities; and UNESCO. 2005. Guidelines for Inclusion. Ensuring access to education for all. Paris: UNESCO.


6

This section provides a checklist of information and actions that can be undertaken to make education policy more inclusive.

1. Review national legal and policy frameworks from a gender perspective

All countries have national policies and a legal framework for education. Legislation is important for making provisions which must be carried out within the education system. Such legislation should aim to be gender-transformative and linked to laws and policies regarding gender equality.

Legislation guaranteeing the right to education for marginalized learners, e.g. those with disabilities, is often found in separate acts, but instead needs to be contained in mainstream education legislation. Such education legislation should mandate the removal of all barriers to education, with gender norms a major factor to be addressed.

2. Make statistics on gender-based marginali-zation available for policy-makers, planners and school managers.

Gender statistics are essential for informing social policy and programming decisions. They are critical for effectively monitoring and analysing gender gains and gaps. In the Asia-Pacific region there is little awareness of the need for gender statistics regarding marginalization, and consequently limited demand for and supply of such data. In other cases, this data is not made available in user friendly formats or sufficiently disaggregated into gender identity and age.3

Mainstreaming gender in inclusive education poli-cy for marginalized learn-ers

Box 2 Case study: Inclusive principles in practice in education in Lao PDR

“In the Lao People’s Democratic Republic, the education system is seeking to apply the principle of inclusion through shifts in policy and in the culture. Education in Lao PDR has significant disparities between boys and girls, rural and urban areas, poor and non-poor districts, and among ethnic groups on rates of enrolment, repetition, dropping out, and completion. To address this, the national policy focuses on inclusive education, broadly defined as removing all barriers to school enrolment and achievement. Leadership and a strong, common understanding of inclusion are the key factors in reaching the policy’s goals. Additional factors that are key to success include capacity-building, awareness-raising, and inclusion of women and girls, ethnic people, and persons with disabilities in decision-making processes and other efforts for reaching excluded learners.”

Source: UNESCO. 2017, p.18.2

2 UNESCO. 2017. A guide for ensuring inclusion and equity in education. Paris: UNESCO.

3 UNICEF. 2016. Harnessing the Power of Data for Girls: Taking stock and looking ahead to 2030. New York: UNICEF.


7

Box 3 Case study: Nepal’s education equity index and sector planning

“In recent years, Nepal has dramatically improved education equity; gender parity in access is now achieved from primary to secondary, and many children from formerly excluded population subgroups are attending schools. To further improve education equity, the Consolidated Equity Strategy was launched in 2014. As part of this, the Government of Nepal has been working in partnership with UNICEF and other development partners to develop an Education Equity Index that captures and compares inequalities in education across key dimensions, such as gender, caste and ethnicity, wealth, disability and geographic location. Drawing on education management and household survey data, the index calculates a unique percentage for the level of education inequalities in each district across three outcome areas—education access, participation and learning. In addition, the index allows a deeper analysis of the data so that the major drivers of the inequalities can be identified. The index is designed to provide education policy-makers and planners with the information they need to better target their programming and ensure that resources are allocated to achieve greater equity among and within the districts in Nepal.

The Education Equity Index was approved in May 2016 and is the primary planning and implementation tool for the Government’s Consolidated Equity Strategy.”

Source: Global Partnership for Education and UNGEI. 2017, p.59.4

4 Global Partnership for Education and UNGEI. 2017. Guidance for Developing Gender-Responsive Education Sector Plans. Washington DC: GPE.

However, in some countries, such as Nepal, this is beginning to change (see Box 3).

3. Conduct a gender-sensitive situation analysis of marginalization

Undertaking a gender-sensitive situation analysis, including a barrier analysis, is a useful way to strengthen understanding of the context of marginalized children and youth, both in and out of education. As noted in the activity on educational marginalization above, barriers can include:

• Family/community/social factors such as prejudice, discrimination and stigma. These are likely to be gendered and to vary across cultures.

• School-based factors such as physical infrastructure, communication barriers and trans- portation barriers. These are likely to have gender implications.

• Institutional factors such as laws, policies and capacities of institutions such as early learning centres and schools to enable mar-ginalized children to attend and learn. The extent to which schools are gender-sensitive, equitable and child-friendly is likely to be important for the meeting the needs of marginalized learners.

Undertaking a situation analysis is a practical way of developing the evidence base for policies and programming. It is a way of making marginalized learners more visible through better information (see the optional extension activity below for more information on how to do this).

4. Develop gender-sensitive education sector policies to educate all boys and girls

A holistic, gender-sensitive, multi-sectoral and multi-level policy framework needs to be put in place to ensure inclusive education is effective for all girls and boys. Key policy areas to consider include early identification and response, inclusive early childhood care and education, parental and community involvement, strengthening teacher policies and programmes for inclusion, strengthened cross-sectoral coordination, and advocacy and awareness raising.


8

Optional extension activity for self-study and/or group work

UNESCO has recently launched a new framework for inclusion and equity in education (UNESCO, 2017). The review framework has been developed to assist countries in examining how inclusion and equity currently figure in their existing policies, and in determining the actions required to improve these policies and their implementation. The framework is reproduced in Handout 2.

The framework assesses four dimensions of inclusion and equity in education:

1. concepts;2. policy;3. structures; 4. systems and practices.

Under these dimensions, 16 key features are identified that can support inclusion and equity. The framework offers guidance on assessing progress against these.

Activity steps1. See Handout 2. Review the questions in the first column entitled ‘Areas to be examined’ and

identify the types of evidence to collect. 2. Discuss/reflect on these and other relevant questions that arise while reviewing the evidence. 3. Record any information, insights and recommended actions in the second column entitled

‘Comments’.4. In the third column, ‘Level of progress’, circle the response that best fits the current assessment

of actions taken to embed the principles of inclusion and equity in educational policy. This will help in identifying areas of strength to build on and aspects of policy that need attention. This method is consistent with the idea that developing inclusion and equity in education is an ongoing process, rather than a single event.

5. Finally, identify recommended actions for each of the four dimensions.


9

Further reading

UNICEF. 2017. Annual Results Report. New York: UNICEF.

Global Partnership for Education and UNGEI. 2017. Guidance for Developing Gender-Responsive Education Sector Plans. Washington DC: GPE.

UN Committee on the Rights of Persons with Disabilities (CRPD). 2016. General comment No. 4, Article 24: Right to inclusive education, 2 September 2016, CRPD/C/GC/4.

UNESCO. 2017. A guide for ensuring inclusion and equity in education. Paris: UNESCO.


10

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11

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Syst

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are

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tici

pat

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ent o

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lear

ners

wit

hin

the

educ

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n sy

stem

How

effe

ctiv

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e th

e sy

stem

s fo

r col

lect

ing

data

(qua

ntita

tive

and

qual

itativ

e) re

gard

ing

the

pres

ence

, par

ticip

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n an

d ac

hiev

emen

t of a

ll le

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To w

hat e

xten

t are

dat

a an

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ord

er to

det

erm

ine

the

impa

ct o

f effo

rts

to fo

ster

gr

eate

r inc

lusio

n an

d eq

uity

?To

wha

t ext

ent a

re a

ctio

ns ta

ken

in li

ght o

f the

dat

a an

alys

is to

str

engt

hen

incl

usiv

e an

d eq

uita

ble

sett

ings

and

pra

ctic

es?

Ther

e ar

e lim

ited

arra

ngem

ents

for m

onito

ring

the

pres

ence

, par

ticip

atio

n an

d ac

hiev

emen

t of

all l

earn

ers b

ut in

itial

di

scus

sions

hav

e be

gun

to

addr

ess t

his i

ssue

.

Plan

ning

has

beg

un in

es

tabl

ishin

g sy

stem

s for

m

onito

ring

the

pres

ence

, pa

rtic

ipat

ion

and

achi

evem

ent o

f all

lear

ners

.

Actio

ns h

ave

been

take

n to

est

ablis

h ef

fect

ive

syst

ems f

or m

onito

ring

the

pres

ence

, par

ticip

atio

n an

d ac

hiev

emen

t of a

ll le

arne

rs.

Reco

mm

ende

d ac

tions

:


12

2. P

olic

y st

atem

ents

Are

as to

be

exam

ined

Co

mm

ents

Leve

l of p

rogr

ess

(Cir

cle

one)

2.1

The

imp

orta

nt n

atio

nal e

duca

tion

pol

icy

docu

men

ts s

tron

gly

emp

hasi

ze in

clus

ion

and

equi

ty

To w

hat e

xten

t do

all m

ajor

edu

catio

nal p

olic

y do

cum

ents

refle

ct th

e pr

inci

ples

of

incl

usio

n an

d eq

uity

?

To w

hat

degr

ee a

re p

olic

y pr

iorit

ies

info

rmed

by

the

prin

cipl

es o

f in

clus

ion

and

equi

ty?

Alth

ough

ther

e is

little

m

entio

n of

incl

usio

n an

d eq

uity

in im

port

ant

natio

nal e

duca

tion

polic

y do

cum

ents

, ini

tial

disc

ussio

ns h

ave

take

n pl

ace

to a

ddre

ss th

is iss

ue.

Plan

ning

act

iviti

es h

ave

take

n pl

ace

to m

ake

incl

usio

n an

d eq

uity

a

feat

ure

of im

port

ant

natio

nal e

duca

tion

polic

y do

cum

ents

.

Actio

ns h

ave

been

ta

ken

to e

nsur

e th

at

incl

usio

n an

d eq

uity

are

a

feat

ure

of im

port

ant

natio

nal e

duca

tion

polic

y do

cum

ents

.

2.2

Seni

or s

taff

at t

he n

atio

nal,

dist

rict

and

sch

ool l

evel

s p

rovi

de le

ader

ship

on

incl

usio

n an

d eq

uity

in e

duca

tion

To w

hat e

xten

t do

educ

atio

n le

ader

s at t

he lo

cal l

evel

enc

oura

ge th

e de

velo

pmen

t of

incl

usiv

e an

d eq

uita

ble

cultu

res?

To w

hat e

xten

t do

natio

nal p

olic

y-m

aker

s sh

ow c

lear

and

sus

tain

able

lead

ersh

ip to

pr

omot

e th

e pr

inci

ples

of i

nclu

sion

and

equi

ty?

To w

hat

exte

nt d

o lo

cal

dist

rict

adm

inis

trat

ors

prov

ide

clea

r an

d su

stai

nabl

e le

ader

ship

rega

rdin

g in

clus

ive

educ

atio

n?

To w

hat e

xten

t are

edu

catio

nal l

eade

rs (l

ocal

aut

horit

ies,

seni

or st

aff,

scho

ol p

rinci

pals)

tr

aine

d re

gard

ing

thei

r res

pons

ibili

ties f

or e

nhan

cing

incl

usio

n an

d re

mov

ing

barr

iers

?

Whi

le se

nior

staf

f at t

he

natio

nal a

nd d

istric

t lev

els

prov

ide

limite

d le

ader

ship

on

incl

usio

n an

d eq

uity

in

edu

catio

n, in

itial

di

scus

sions

hav

e ta

ken

plac

e to

stre

ngth

en th

is as

pect

.

Plan

ning

has

beg

un to

en

cour

age

seni

or st

aff,

at th

e na

tiona

l and

di

stric

t lev

els,

to p

rovi

de

lead

ersh

ip o

n in

clus

ion

and

equi

ty in

edu

catio

n.

Actio

ns h

ave

been

take

n to

ens

ure

that

seni

or st

aff

at th

e na

tiona

l and

dist

rict

leve

ls ar

e pr

ovid

ing

lead

ersh

ip o

n in

clus

ion

and

equi

ty in

edu

catio

n.

2.3

Lead

ers

at a

ll le

vels

art

icul

ate

cons

iste

nt p

olic

y go

als

to d

evel

op in

clus

ive

and

equi

tab

le e

duca

tion

al p

ract

ices

To w

hat e

xten

t do

natio

nal p

olic

y-m

aker

s en

cour

age

the

deve

lopm

ent o

f inc

lusiv

e an

d eq

uita

ble

prac

tices

?

To w

hat

exte

nt d

o lo

cal

dist

rict

adm

inis

trat

ors

take

act

ion

to e

ncou

rage

the

de

velo

pmen

t of i

nclu

sive

and

equi

tabl

e pr

actic

es?

To w

hat e

xten

t do

scho

ol p

rinci

pals

and

thos

e w

ho m

anag

e ot

her c

entre

s of l

earn

ing

(e.g

. pre

-sch

ool p

rovi

sion;

spec

ial s

choo

ls) ta

ke a

ctio

n to

enc

oura

ge th

e de

velo

pmen

t

Alth

ough

ther

e is

little

ev

iden

ce th

at le

ader

s at

diff

eren

t lev

els o

f th

e ed

ucat

ion

syst

em

artic

ulat

e co

nsist

ent

polic

y as

pira

tions

for t

he

deve

lopm

ent o

f inc

lusiv

e an

d eq

uita

ble

educ

atio

nal

prac

tices

, disc

ussio

ns

have

take

n pl

ace

to

impr

ove

this

situa

tion.

Plan

ning

has

take

n pl

ace

to e

ncou

rage

lead

ers

at d

iffer

ent l

evel

s of

the

educ

atio

n sy

stem

to

art

icul

ate

cons

isten

t po

licy

aspi

ratio

ns fo

r the

de

velo

pmen

t of i

nclu

sive

and

equi

tabl

e ed

ucat

iona

l pr

actic

es.

Actio

n ha

s tak

en p

lace

to

ens

ure

that

lead

ers

at d

iffer

ent l

evel

s of

the

educ

atio

n sy

stem

ar

ticul

ate

cons

isten

t po

licy

aspi

ratio

ns fo

r the

de

velo

pmen

t of i

nclu

sive

and

equi

tabl

e ed

ucat

iona

l pr

actic

es.

2.4

Lead

ers

at a

ll le

vels

cha

lleng

e no

n-in

clus

ive,

dis

crim

inat

ory

and

ineq

uita

ble

edu

cati

onal

pra

ctic

es

To w

hat

exte

nt d

o sy

stem

s fo

r su

ppor

ting

scho

ols

and

othe

r ce

ntre

s of

lear

ning

id

entif

y, c

halle

nge

and

rem

ove

non-

incl

usiv

e, d

iscr

imin

ator

y an

d in

equi

tabl

e pr

actic

es?

Whe

re n

on-in

clus

ive,

disc

rimin

ator

y an

d in

equi

tabl

e pr

actic

es a

re fo

und

to e

xist

, to

wha

t ext

ent a

re th

ey c

halle

nged

?

Alth

ough

lead

ers a

t di

ffere

nt le

vels

rare

ly

chal

leng

e no

n-in

clus

ive,

di

scrim

inat

ory

and

ineq

uita

ble

educ

atio

nal

prac

tices

, disc

ussio

ns

have

take

n pl

ace

to

addr

ess t

his i

ssue

.

Plan

ning

has

take

n pl

ace

to e

ncou

rage

lead

ers a

t all

leve

ls to

cha

lleng

e no

n-in

clus

ive,

disc

rimin

ator

y an

d in

equi

tabl

e ed

ucat

iona

l pra

ctic

es.

Actio

n ha

s bee

n ta

ken

to e

nsur

e th

at le

ader

s at

all l

evel

s cha

lleng

e no

n-in

clus

ive,

disc

rimin

ator

y an

d in

equi

tabl

e ed

ucat

iona

l pra

ctic

es.

Reco

mm

ende

d ac

tions

:


13

3. S

truc

ture

s an

d sy

stem

s

Are

as to

be

exam

ined

Co

mm

ents

Leve

l of p

rogr

ess

(Cir

cle

one)

3.1

Ther

e is

hig

h-qu

alit

y su

pp

ort f

or v

ulne

rab

le le

arne

rs

How

effe

ctiv

e ar

e th

e sy

stem

s for

iden

tifyi

ng v

ulne

rabl

e le

arne

rs?

To w

hat e

xten

t are

ther

e fle

xibl

e ar

rang

emen

ts fo

r ens

urin

g th

at s

uppo

rt is

ava

ilabl

e to

indi

vidu

als a

s and

whe

n ne

cess

ary?

To w

hat d

egre

e ar

e fa

mili

es se

en a

s par

tner

s in

supp

ortin

g th

eir c

hild

ren’

s edu

catio

n?

To w

hat e

xten

t are

lear

ners

them

selv

es a

sked

abo

ut th

eir n

eed

for s

uppo

rt?

Whi

le su

ppor

t for

vu

lner

able

lear

ners

is

of v

aria

ble

qual

ity,

disc

ussio

ns h

ave

take

n pl

ace

to c

onsid

er h

ow th

is ca

n be

impr

oved

.

Plan

ning

has

take

n pl

ace

to im

prov

e th

e qu

ality

of

supp

ort f

or v

ulne

rabl

e le

arne

rs.

Actio

ns h

ave

take

n pl

ace

to e

nsur

e hi

gh- q

ualit

y su

ppor

t for

all

vuln

erab

le

lear

ners

.

3.2

All

serv

ices

and

inst

itut

ions

invo

lved

wit

h le

arne

rs a

nd th

eir f

amili

es w

ork

toge

ther

in c

oord

inat

ing

incl

usiv

e an

d eq

uita

ble

edu

cati

onal

pol

icie

s an

d p

ract

ices

To w

hat e

xten

t do

scho

ols

(and

oth

er e

duca

tion

prov

ider

s) c

olla

bora

te w

ith o

ther

re

leva

nt se

ctor

s, su

ch a

s hea

lth a

nd so

cial

wor

k?

To w

hat e

xten

t is

ther

e ef

fect

ive

coop

erat

ion

betw

een

scho

ols

and

othe

r cen

tres

of

lear

ning

?

To w

hat

degr

ee d

o in

stitu

tions

and

ser

vice

s w

ithin

dis

tric

ts h

ave

a sh

ared

un

ders

tand

ing

of in

clus

ion

and

equi

ty, a

nd w

ork

toge

ther

?

To w

hat e

xten

t do

both

pub

lic a

nd p

rivat

e ed

ucat

ion

prov

ider

s ap

ply

incl

usiv

e an

d eq

uita

ble

educ

atio

n pr

actic

es?

Alth

ough

the

wor

k of

se

rvic

es a

nd in

stitu

tions

te

nds n

ot to

be

wel

l co

ordi

nate

d, d

iscus

sions

ha

ve ta

ken

plac

e to

co

nsid

er h

ow th

is ca

n be

im

prov

ed.

Plan

ning

has

take

n pl

ace

to e

ncou

rage

serv

ices

and

in

stitu

tions

to c

olla

bora

te.

Actio

ns h

ave

been

take

n to

ens

ure

that

serv

ices

an

d in

stitu

tions

invo

lved

w

ith le

arne

rs a

nd th

eir

fam

ilies

wor

k to

geth

er.

3.3

Reso

urce

s, b

oth

hum

an a

nd fi

nanc

ial,

are

dist

rib

uted

in w

ays

that

ben

efit

pot

enti

ally

vul

nera

ble

lear

ners

To w

hat e

xten

t are

all

lear

ners

seen

as b

eing

of e

qual

impo

rtan

ce e

duca

tiona

lly?

To w

hat

exte

nt a

re a

vaila

ble

reso

urce

s us

ed f

lexi

bly,

and

tar

gete

d to

sup

port

pa

rtic

ipat

ion

and

lear

ning

?

Whi

le th

ere

are

conc

erns

th

at re

sour

ces a

re

not d

istrib

uted

fairl

y, di

scus

sions

hav

e ta

ken

plac

e to

add

ress

this

issue

.

Plan

ning

has

take

n pl

ace

to im

prov

e th

e w

ay

reso

urce

s are

dist

ribut

ed,

focu

sing

in p

artic

ular

on

the

need

to su

ppor

t vu

lner

able

lear

ners

.

Actio

ns h

ave

been

take

n to

ens

ure

that

reso

urce

s ar

e di

strib

uted

fairl

y, fo

cusin

g in

par

ticul

ar

on v

ulne

rabl

e gr

oups

of

lear

ners

.

3.4

Ther

e is

a c

lear

role

for s

pec

ial p

rovi

sion

, suc

h as

sp

ecia

l sch

ools

and

uni

ts, i

n p

rom

otin

g in

clus

ion

and

equi

ty in

edu

cati

on

To w

hat

exte

nt d

o sp

ecia

l sch

ools

and

uni

ts h

ave

a co

mm

on u

nder

stan

ding

of

incl

usio

n an

d eq

uity

?

To w

hat e

xten

t do

stud

ents

from

spec

ial s

choo

ls an

d un

its h

ave

oppo

rtun

ities

to ta

ke

part

in a

ctiv

ities

with

in m

ains

trea

m sc

hool

s?

To w

hat d

egre

e is

the

expe

rtise

mad

e av

aila

ble

in sp

ecia

l set

tings

also

mad

e av

aila

ble

to te

ache

rs in

oth

er sc

hool

s?

Whi

le sp

ecia

l pro

visio

n is

mai

nly

sepa

rate

from

the

mai

nstr

eam

edu

catio

n sy

stem

, disc

ussio

ns h

ave

take

n pl

ace

to c

onsid

er

how

clo

ser l

inks

can

be

enco

urag

ed.

Plan

ning

has

take

n pl

ace

to e

ncou

rage

way

s of

cre

atin

g st

rong

er

links

bet

wee

n sp

ecia

l pr

ovisi

on a

nd m

ains

trea

m

educ

atio

n in

stitu

tions

.

Actio

n ha

s gon

e on

to

ens

ure

that

spec

ial

prov

ision

has

a ro

le in

pr

omot

ing

incl

usio

n an

d eq

uity

in e

duca

tion.

Reco

mm

ende

d ac

tions

:


14

4. P

ract

ices

Are

as to

be

exam

ined

Co

mm

ents

Leve

l of p

rogr

ess

(Cir

cle

one)

4.1

Scho

ols

and

othe

r lea

rnin

g ce

ntre

s ha

ve s

trat

egie

s fo

r enc

oura

ging

the

pre

senc

e, p

arti

cip

atio

n an

d ac

hiev

emen

t of a

ll le

arne

rs fr

om th

eir l

ocal

com

mun

ity

To w

hat d

egre

e do

teac

hers

use

a ra

nge

of p

edag

ogic

al s

trat

egie

s to

cat

er to

lear

ner

diffe

renc

es?

To w

hat e

xten

t are

ther

e ef

fect

ive

proc

edur

es fo

r tak

ing

acco

unt o

f stu

dent

s’ vi

ews

rega

rdin

g th

eir l

earn

ing

and

aspi

ratio

ns?

To w

hat

degr

ee d

o sc

hool

lea

ders

sup

port

the

pre

senc

e, p

artic

ipat

ion,

and

ac

hiev

emen

ts o

f all

lear

ners

?

Whi

le th

ere

is va

riatio

n in

the

qual

ity o

f the

st

rate

gies

use

d fo

r en

cour

agin

g pr

esen

ce,

part

icip

atio

n an

d ac

hiev

emen

t of a

ll le

arne

rs, d

iscus

sions

hav

e ta

ken

plac

e to

impr

ove

this

situa

tion.

Plan

ning

has

take

n pl

ace

to st

reng

then

the

qual

ity o

f the

stra

tegi

es

used

to e

ncou

rage

the

pres

ence

, par

ticip

atio

n an

d ac

hiev

emen

t of a

ll le

arne

rs.

Actio

ns h

ave

take

n pl

ace

to e

nsur

e th

at th

ere

are

effe

ctiv

e st

rate

gies

fo

r enc

oura

ging

the

pres

ence

, par

ticip

atio

n an

d ac

hiev

emen

t of a

ll le

arne

rs.

4.2

Scho

ols

and

othe

r lea

rnin

g ce

ntre

s p

rovi

de s

upp

ort f

or le

arne

rs w

ho a

re a

t ris

k of

und

erac

hiev

emen

t, m

argi

naliz

atio

n or

exc

lusi

on

To w

hat e

xten

t are

teac

hers

skill

ed in

ass

essin

g th

e pr

ogre

ss o

f ind

ivid

ual s

tude

nts a

nd

in su

ppor

ting

thei

r dev

elop

men

t?

To w

hat

exte

nt d

o te

achi

ng a

nd n

on-t

each

ing

staf

f tak

e ac

coun

t of

the

cul

ture

s, id

entit

ies,

inte

rest

s an

d as

pira

tions

of a

ll th

eir

stud

ents

in o

rder

to

enha

nce

thei

r le

arni

ng?

To w

hat e

xten

t do

teac

hing

and

non

-tea

chin

g st

aff i

n sc

hool

s, an

d ot

her c

entr

es o

f le

arni

ng, w

ork

clos

ely

with

fam

ilies

in e

nsur

ing

supp

ort f

or st

uden

ts?

Alth

ough

supp

ort f

or

vuln

erab

le le

arne

rs

is va

ried

in q

ualit

y, di

scus

sions

hav

e ta

ken

plac

e to

brin

g ab

out

impr

ovem

ents

.

Plan

ning

has

bee

n go

ing

on to

stre

ngth

en

the

supp

ort p

rovi

ded

for l

earn

ers a

t risk

of

unde

rach

ieve

men

t, m

argi

naliz

atio

n an

d ex

clus

ion.

Actio

n ha

s bee

n ta

ken

to e

nsur

e ef

fect

ive

supp

ort f

or le

arne

rs a

t ris

k of

und

erac

hiev

emen

t, m

argi

naliz

atio

n an

d ex

clus

ion.

4.3

Teac

hers

and

sup

por

t sta

ff a

re p

rep

ared

to re

spon

d to

lear

ner d

iver

sity

dur

ing

thei

r ini

tial

trai

ning

To w

hat e

xten

t doe

s the

teac

her e

duca

tion

curr

icul

um fo

r all

teac

hers

em

phas

ize

the

prin

cipl

e of

incl

usio

n?

To w

hat

exte

nt a

re t

each

er t

rain

ees

guid

ed t

o de

velo

p po

sitiv

e at

titud

es t

owar

ds

stud

ent d

iver

sity?

To w

hat

exte

nt a

re t

each

er t

rain

ees

help

ed t

o de

velo

p te

achi

ng p

edag

ogie

s th

at

resp

ond

posit

ivel

y to

stud

ent d

iver

sity?

The

trai

ning

of t

each

ers

and

supp

ort s

taff

for

resp

ondi

ng to

lear

ner

dive

rsity

is v

arie

d in

qu

ality

but

disc

ussio

ns

have

take

n pl

ace

to b

ring

abou

t im

prov

emen

ts.

Plan

ning

has

take

n pl

ace

to st

reng

then

the

way

s tha

t tea

cher

s and

su

ppor

t sta

ff ar

e tr

aine

d to

resp

ond

to le

arne

r di

vers

ity.

Actio

ns h

ave

been

take

n to

ens

ure

that

teac

hers

an

d su

ppor

t sta

ff ha

ve

effe

ctiv

e tr

aini

ng in

re

spec

t to

the

way

th

ey re

spon

d to

lear

ner

dive

rsity

.

4.4

Teac

hers

and

sup

por

t sta

ff h

ave

opp

ortu

niti

es to

take

par

t in

cont

inui

ng p

rofe

ssio

nal d

evel

opm

ent r

egar

ding

incl

usiv

e an

d eq

uita

ble

pra

ctic

es

To w

hat

exte

nt d

o sc

hool

s an

d ot

her

cent

res

of l

earn

ing

have

effe

ctiv

e st

aff

deve

lopm

ent p

rogr

amm

es re

late

d to

incl

usiv

e pr

actic

es?

To w

hat e

xten

t do

teac

hers

hav

e op

port

uniti

es to

see

one

ano

ther

wor

king

in o

rder

to

shar

e id

eas a

nd p

ract

ices

?

To w

hat e

xten

t are

ther

e op

port

uniti

es fo

r tea

cher

s to

att

end

in-s

ervi

ce c

ours

es a

nd

bene

fit fr

om c

usto

miz

ed s

choo

l sup

port

rega

rdin

g th

e de

velo

pmen

t of

incl

usiv

e pr

actic

es?

Whi

le th

ere

are

only

lim

ited

oppo

rtun

ities

for

prof

essio

nal d

evel

opm

ent

rega

rdin

g in

clus

ive

and

equi

tabl

e pr

actic

es,

disc

ussio

ns h

ave

take

n pl

ace

to a

ddre

ss th

is co

ncer

n.

Plan

ning

has

take

n pl

ace

to c

reat

e m

ore

prof

essio

nal d

evel

opm

ent

oppo

rtun

ities

that

focu

s on

incl

usiv

e an

d eq

uita

ble

prac

tices

.

Actio

n ha

s bee

n ta

ken

to e

nsur

e th

at

ther

e ar

e su

ffici

ent

prof

essio

nal d

evel

opm

ent

oppo

rtun

ities

that

focu

s on

incl

usiv

e an

d eq

uita

ble

prac

tices

.

Reco

mm

ende

d ac

tions

:

15

References

15

References

Article 24 of the UN Convention on the Rights of Persons with Disabilities. Available at https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/article-24-education.html. (Accessed 10 June 2019).

DFID. 2018. Girls’ Education Challenge Thematic Review: Understanding and Addressing Educational Marginalisation. London: Department for International Development.

Global Partnership for Education and UNGEI. 2017. Guidance for Developing Gender-Responsive Education Sector Plans. Washington DC: GPE and UNGEI.

Plan International. 2019. Child Marriage in Asia. https://plan-international.org/asia/child-marriage-asia. (Accessed 26 April 2019).

UN. 2019. 4 out of 10 child soldiers are girls. Office of the Secretary General’s Envoy on Youth: https://www.un.org/youthenvoy/2015/02/4-10-child-soldiers-girls/. (Accessed 9 April 2019).

UN. 2019. World Day Against Child Labour 12 June. https://www.un.org/en/events/childlabourday/background.shtml. (Accessed 5 April 2019).

UNESCO. 2005. Guidelines for Inclusion. Ensuring access to education for all. Paris: UNESCO.

_______. 2017. A guide for ensuring inclusion and equity in education. Paris: UNESCO.

_______. 2019. Reducing Global Poverty Through Universal Primary and Secondary Education Infographics. Global Education Monitoring Report. https://en.unesco.org/gem-report/infographics/reducing-global-poverty-through-universal-primary-and-secondary-education-infographics. (Accessed 5 April 2019).

UNICEF. 2014. All Children in School by 2015: Global Initiative on Out-of-School Children - Regional report; West and Central Africa. Dakar: UNICEF.

UNICEF. 2016. Harnessing the Power of Data for Girls: Taking stock and looking ahead to 2030. New York: UNICEF.

WHO. 2011. World Report on Disability. Malta: World Health Organization.

https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/article-24-education.html



https://plan-international.org/asia/child-marriage-asia

https://www.un.org/youthenvoy/2015/02/4-10-child-soldiers-girls/

https://www.un.org/youthenvoy/2015/02/4-10-child-soldiers-girls/

https://www.un.org/en/events/childlabourday/background.shtml

https://www.un.org/en/events/childlabourday/background.shtml

https://en.unesco.org/gem-report/infographics/reducing-global-poverty-through-universal-primary-and-secondary-education-infographics

https://en.unesco.org/gem-report/infographics/reducing-global-poverty-through-universal-primary-and-secondary-education-infographics

Gender and marginalization

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