Guidelines for Inclusion: Ensuring Access to Education for All

Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France).
Titel	Guidelines for Inclusion: Ensuring Access to Education for All
Quelle	(2005), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Access to Education; Guidelines; Public Education; Nongovernmental Organizations; International Organizations; Educational Change; Inclusive Schools; Educational Planning; Educational History; Educational Theories; Civil Rights; Student Rights; Educational Quality; Cost Effectiveness; Teacher Role; Parent Role; Policy Formation; Curriculum Development; Educational Policy; Check Lists + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Richtlinien; Öffentliche Erziehung; International organisation; International organisations; International organization; Internationale Organisation; Bildungsreform; Inclusive school; Integrative Schule; Bildungsplanung; History of education; Bildungsgeschichte; Educational theory; Theory of education; Bildungstheorie; Bürgerrechte; Grundrechte; Zivilrecht; Quality of education; Bildungsqualität; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Lehrerrolle; Parental role; Elternrolle; Politische Betätigung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Checkliste
Abstract	These guidelines were created by UNESCO to assist countries in making National Plans for Education more inclusive, recognizing that there was a lack of guidelines to assist in this important process. This document thus provides guidelines and concepts for rendering National Education Plans / Education for All (EFA) more inclusive, with the objective of ensuring access and quality education for ALL learners. It is intended to systematize how excluded children are planned for in education. It begins with a brief introduction, which provides a historical perspective on the origins of inclusion and describes the shift from integration towards inclusion. It is then divided into three main parts. The first provides a theoretical framework. It defines inclusion, explains how it is founded in a human rights approach and how it relates to factors such as quality and cost-effectiveness. The second part looks at more practical changes at the school level. It outlines the key elements in the shift towards inclusion with a particular focus on the key players including teachers, parents and educational policymakers as well as curricula. The third part brings together the first two sections by providing tools for policymakers and educational planners for hands-on analysis of education plans. These guidelines are intended to provide information and awareness, to be a policy tool for revising and formulating EFA plans, and to serve as a basis for discussion among policymakers, educators, non-governmental organizations (NGOs) and international organizations impacting policy in both private and public education and concerned with promoting access for ALL learners. EFA & Millennium Development Goals are appended. (Contains 18 footnotes and 3 figures.) (ERIC).
Anmerkungen	United Nations Educational, Scientific and Cultural Organization (UNESCO). 7 place de Fontenoy, 75352 Paris, 07 SP, France. Tel: +33-1-45-68-10-00; Fax: +33-1-45-67-16-90; e-mail: bpi@unesco.org; Web site: http://www.unesco.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10