Disability and Inclusive Education: Stocktake of Education Sector Plans and GPE-Funded Grants. Working Paper #3

Institution	Global Partnership for Education (GPE)
Titel	Disability and Inclusive Education: Stocktake of Education Sector Plans and GPE-Funded Grants. Working Paper #3
Quelle	(2018), (84 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Recht; Disabilities; Inclusion; Special Education; Foreign Countries; Developing Nations; Strategic Planning; Educational Planning; Program Implementation; Grants; Students with Disabilities; Student Rights; Educational Quality; Access to Education; Barriers; Resource Allocation; Advocacy; Data Collection; Data Use; Progress Monitoring; Capacity Building; Social Bias; Children; Afghanistan; Bangladesh; Benin; Burkina Faso; Burundi; Cambodia; Cameroon; Central African Republic; Chad; Comoros; Congo; Cote d'Ivoire; Eritrea; Ethiopia; Gambia; Ghana; Guinea; Guinea-Bissau; Guyana; Haiti; Kenya; Kyrgyzstan; Laos; Liberia; Madagascar; Mali; Mauritania; Mozambique; Nepal; Nicaragua; Niger; Nigeria; Pakistan; Papua New Guinea; Rwanda; Sao Tome e Principe; Senegal; Sierra Leone; Somalia; Sudan; Tajikistan; Tanzania; Togo; Uganda; Uzbekistan; Vietnam; Yemen; Zambia; Zimbabwe + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Developing country; Developing countries; Entwicklungsland; Strategy; Planning; Strategie; Planung; Bildungsplanung; Grant; Finanzielle Beihilfe; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Quality of education; Bildungsqualität; Education; Access; Bildung; Zugang; Bildungszugang; Ressourcenallokation; Sozialanwaltschaft; Data capture; Datensammlung; Child; Kind; Kinder; Bangladesch; Kambodscha; Kamerun; Zentralafrikanische Republik; Tschad; Komoren; Kongo; Äthiopien; Kenia; Madagaskar; Mauretanien; Mosambik; Papua-New Guinea; Papua-Neuguinea; Ruanda; Tadschikistan; Tansania; Jemen; Sambia; Simbabwe
Abstract	This report was commissioned by the Global Partnership for Education's Secretariat to take stock of how disability and inclusive education are in included in education sector plans (ESPs) in 51 countries, including GPE-funded programs, such as education sector program implementation grants (ESPIGs), program documents (PADs), implementation progress reports (IPRs) Education Sector Analysis (ESA), if applicable, and other relevant GPE program documents. Moreover, a plethora of key international reports and monitoring reports was reviewed. This report documents progress and highlights the need to step up support to GPE partner countries on disability and inclusive education, to improve consideration of issues around disability and inclusion in education sector analysis and sector planning processes to better promote the achievement of GPE 2020 strategic goal 2, and to fulfill the transformative vision of Agenda 2030. This means ensuring that girls and boys with disabilities are not only able to access their right to a quality education in a nurturing environment, but also, through education, become empowered to participate fully in society, and enjoy full realization of their rights and capabilities. [This report was written with Louise Banham and Eleni Papakosta.] (ERIC).
Anmerkungen	Global Partnership for Education. Available from: World Bank, MSN P6-600, 1818 H Street NW, Washington D.C., 20433. Tel: 202-458-0825; Fax: 202-522-3923; e-mail: information@globalpartnership.org; Web site: http://www.globalpartnership.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01