2. DEFINITIONS: INCLUSION
Vanuatu educational context:
All children:
- Participate equally
- Treated equally
- Address & respond to diverse needs of all learners
- Reduce exclusion within and from all education services
VESP context: Gender & social Inclusion mainstreaming:
- “Considering and addressing the different needs,
perspectives and experiences of women, men, girls, boys,
people with a disability, ethnic minorities and other socially
excluded people in all aspects of program and policy
assessment, design, implementation and evaluation.”
3. INCLUSION: INCLUSIVE EDUCATION POLICY
Inclusive Education Policy & Strategic Plan 2010 – 2020
Vision – By 2020 all schools will have inclusive practices to
meet the educational needs of all students.
Mission – Inclusive education which is accessible education
within the regular local neighbourhood or community
schools, provides the best opportunity for the majority of
children and youth with disabilities and other disadvantaged
children to receive an education.
Non-Discriminatory – Must not discriminate against - gender,
age, race, place of origin, geographic location, culture,
language, physical, intellectual or physiological disability
status of parents/carers, political & religious beliefs
4. ACHIEVEMENTS
Policies
Established Desks/ Focal Persons
Introductory workshops – 6 provinces
Review laws and policies
VITE strengthening – Teacher’s Guide – Disability
Awareness
Others
- Establishment of model schools (DFAT)
- ECCE
5. INCLUSION: GENDER EQUITY POLICY
Gender Equity in Education Policy 2005 - 2015
“The goal of this Gender Equity in Education Policy is to
provide equal opportunities (EO) for everyone in
education that are not determined by their gender.”(GEEP,
2005 – 2015)
6. VESP GOALS & OUTCOMES
Goal 1: Improve the
quality
Goal 2: Improve the
equitable access to
education
Goal 3: Improve
management of
Education
To promote greater
accountability of schools
Through:
- Communication (parents)
- Community Advocacy (chiefs,
churches, & community
groups)
VESP Goals CCAI Plan - Goal
7. CCAIP: SPECIFIC OUTCOMES
Enrolment at right age (C)
Parental participation (C)
Toolkit (A)
SBM community advocacy activities (A)
8. IMPLEMENTATION: CROSS CUTTING ISSUES
Involve equal number of males and females
in committees – campaign/ school
committees
Involve reps. from disability, women and
other socially disadvantaged groups (SDG) in
all activities/ committees
Value input from reps. of women, disability
& other SDGs
9. EXAMPLES
Delegate responsibilities – Head of committees
Campaign 2 – Parental participation in schools –
presentations/contributions
Advocacy 1 – Toolkit – community groups
Advocacy 2 – SBM activities – input from SDGs on
types of community activities
Others
- Awareness/ Workshops
Relate it to the context of the CCAIP – improved access = social inclusion
New curriculum- inclusive – moving into an ‘inclusive’ age – important that our practices and services we provide –inclusive.
Transition – slide 2- what then is inclusion?
National Disability Policy & Plan of Action – in support of Vanuatu’s special education policy.
Vision: 2020 all schools will have inclusive practices to met the educational needs of all students; Mission: provides the best opportunity for the majority of children and youth with disabilities and other disadvantaged children to receive an education
Department will put measures to ensure access to education by a diverse group of children.
will require teachers, schools and systems to change to better accommodate the diversity of needs- including removing barriers within and around the school that hinders learning.
“The objective of inclusive education is to support education for all, with special emphasis on removing barriers to participation and learning for girls and women, disadvantaged groups, children with disabilities and out-of-school children.” (Ministry of Justice & Social Welfare, 2009)
Will check for others and include.
Both policies draw from established national and international strategies and commitments such as Constitution of vanuatu.
National pol: Constitution of Vanuatu; Education Act No.21, 2001;National Disability Policy & Plan of Action 2008 – 2015; Vanuatu Education Strategy Goals; Pacific Basic Education Plan
International Treaties/Conventions: CRC-1992; CEDAW – 1995; CRPD- 2008; MDG-2000; Dakar Declaration -2000; Biwako Millenium Framework- 2002 & 2007; Salamanca statement
G1: imprve qulity of ed in Van, G2: Imprv equitable access to ed 4 chldrn in Van; G3: Imprve mngmt of Ed systm in Van
VESP EOP outcomes: 1. Incrs #of chldrn in schl, yrs 1 – 3 who achieve the national literacy and numeracy standards 2. Incrs # of chldrn with SN in school, Kindergarten & Yrs. 1 – 3 – access to education 3. Impve ed service delivry for kndergtn & yrs 1 – 3 at cntral, provincial n schl levels in Van.
CCAI Plan
Enrolmnt @right age – emphasise age 6
PP in schls – improve/increase pp in schls
Toolkit :- The toolkit will emphasise the importance of gender and social inclusion and also engage with groups in community including mothers groups and youth groups. The toolkit will include gender sensitive information and ensure that it promotes inclusiveness of people with disability and the participation of women especially mothers who can play an instrumental role in children’s education.“
Toolkit – programs, information, essentials needed for effective communication, planning and monitoring of activities – ministry & community level
SBM com.advocacy act. – activities to promote collaboration btwn communities, parents & schools – promote ownership.
The link to women, especially mothers was emphasised in the VESP design because experience from other parts of the Pacific shows that mothers have made a real difference (and I would add grandmothers and also some grandfathers). This is especially so if the women move into decision making processes within the schools.
I would argue that younger fathers are (like most places in the world are one of the hardest groups to engage) and that there should be some sort of attempt to engage them. However I also wonder why we would pick the fruit that is high in the tree and not the fruit that is low hanging and perhaps ready to pick.
PP: - parental participation
Presentations:- :parents, chief, and church group – reps form the SDGs to present
Presentations: reps from SDGs
Campaign 2: PP in schools – encourage reps from both men and women groups – present findings, contribute information – value all contributions – acknowledge them
Advocacy 1 – toolkit – involve reps from SDGs – include them and value their inputs when it comes to planning/designing events or in sharing of potential information.
Advocacy 2 – input from SDG reps on types of activities
Adv 1- inputs from SDGs reps/ focus groups – women
Adv 2. SBM comm advoc grps – involve SDGs in selecting activities so everyone participates
-including everyone regardless of gender, race, status, abilities and dis-abilities
to be successful, collaboration between all stakeholders, at all levels is a MUST.
Vanuatu – inclusion – puzzle – different sections with in the MoET has a part to play, Each government ministry, NGOs and community have important roles to play. Working together is crucial.
