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Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

MIYAZAWA Ichiro
LEE Hyunjeong
November 2016

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The Asia Education Summit 2016 aimed to share the latest innovations and flexible learning strategies in education and educational systems development for Out Of School Children. Innovations can be considered to be the implemented ideas, actions, products, processes, or organisational methods, which bring about significant improvement and change. UNESCO Bangkok defines flexible learning strategies (FLS) as an umbrella term for a variety of alternative educational programmes targeted at reaching those most marginalised. Thus, this report ultimately aims to highlight and give voice to the unique innovative initiatives and flexible learning strategies shared during the course of this three-day summit. Consequently, each presentation summary in this report is intended to stand alone, while contributing to the collaborative nature and understanding of the innovations and Flexible Learning Srategies for Out of School Children C presented.

Asia Education Summit on Flexible Learning Strategies for Out-of-School Children

UNESCO
November 2016

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The Asia Education Summit on Flexible Learning Strategies for Out-of-School Children (24-26 February 2016) brought more than 550 education and learning colleagues from across the Asian Region and world to Bangkok, Thailand. The Summit welcomed 121 speakers and over 100 government officials. More than two-thirds of the Summit’s participants were NGO representatives and educators in the region who were, and currently are working “on the ground” in efforts with and for out-of-school children (OOSC).  This report aims to highlight and give voice to the unique innovative initiatives and flexible learning strategies shared during the course of this three-day summit. Each presentation summary in this report is intended to stand alone, while contributing to the collaborative nature and understanding of the innovations and FLS for OOSC presented. Presentations inlcuded "Sustainable and Innovative Financing for Disabled and Disadvantaged OOSC in Thailand: Mae Hong Son Model"

Promoting inclusive teacher education : advocacy guides

KAPLAN, Ian
LEWIS, Ingrid
March 2013

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“This publication set is a series of five guides designed for anyone who wants to do advocacy to bring about improvements in pre-service teacher education towards more inclusive education. They discuss challenges and barriers to inclusive education in different areas of teacher education and outline ideas for advocates to consider and adapt according to their specific contexts for effective advocacy towards more inclusive practices.” The five guides promote inclusive teacher education outlined in introduction, policy, curriculum, materials and methodology booklets

Towards inclusive education for children with disabilities : a guideline

CALDERBANK, Daniel
Ed
2009

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"The Manual begins by identifying the problem and setting out the rationale for the focus on the education of children with disabilities. This is followed by a detailed analysis of eight aspects of the education system and the ways in which it must change to allow the full inclusion of children with disabilities. Each aspect has a critical role to play in transforming the education system...The final section summarizes the way forward, with an emphasis on a rights-based approach to providing education of good quality for children with disabilities in the region"

Embracing diversity : toolkit for creating inclusive, learning-friendly environments

SHAEFFER, Sheldon
et al
2009

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This updated toolkit consists of 10 booklets each containing tools and activities for self-study to start creating an inclusive, learning-friendly environment (ILFE). Some activities ask readers to reflect on what their school is doing now in terms of creating on ILFE, others guide readers in improving their skills as teachers in diverse classrooms.
The toolkit includes three specialist booklets focusing on including learners with disabilities, positive discipline, and teaching large classes.
The toolkit aims to assist teachers to acknowledge the diverse range of backgrounds amongst students and to build on the strengths of the children. It can be adjusted to the specific needs of each school, classroom and child and should not be read as a 'recipe book'.
The booklets are easy to read and contain tables, illustrations, checklists and examples to illustrate the application of inclusive schools.
Specialized booklet 1: Positive discipline in the inclusive, learning-friendly classroom : a guide for teachers and teacher educators
Specialized booklet 2: Practical tips for teaching large classes: a teacher's guide
Specialized booklet 3: Teaching children with disabilities in inclusive settings
Inrtoduction
Booklet 1: Becoming an inclusive, learning-friendly environment (ILFE)
Booklet 2: Working with families and communities to create an ILFE
Booklet 3: Getting all children in school and learning
Booklet 4: Creating inclusive, learning-friendly classrooms
Booklet 5: Managing inclusive, learning-friendly classrooms
Booklet 6: Creating a healthy and protective ILFE

Strengthening inclusive education by applying a rights-based approach to education programming

SANKULL, Olof
August 2005

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This paper clarifies the underlying concepts of a rights-based approach to education programming. The aim is to increase awareness of the importance of human rights in underpinning development cooperation and programming, and to foster a discussion on the practical aspects of implementation. This resource would be useful for anyone with an interest in inclusive education

The cultural diversity programming lens toolkit

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO)
2005

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Cultural diversity is a central feature of the United Nations, and more particularly of UNESCO. However, the impact of globalisation, increasingly open markets and advanced information and communication technologies in recent years have posed new challenges for the safeguarding of cultural pluralism. As part of the medium term strategy for the years 2002 - 2007, UNESCO aims to "draft and implement standard-setting instruments in the cultural field...". In this context, UNESCO Bangkok formulated a framework or mechanism that fosters cultural diversity at a concrete level. It is an interdisciplinary tool to systematically analyse and evaluate whether programmes, policies and practices promote the concept of and principles of cultural diversity. It is a tool that can be adapted to programmes on issues such as early childhood development as required

Early childhood care and education in south east Asia : working for access, quality and inclusion in Thailand, the Philippines and Viet Nam

DE LOS ANGELES-BANTISTA, Feny
2004

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This study was commissioned to examine current early childhood care and education programmes and policies in three countries in the Asia Pacific region: Thailand, the Philippines and Vietnam. Specifically the study attempts to achieve two objectives: firstly, to give an account of the extent to which a holistic view of child development has been translated into learner-centred curricula that includes health and nutritional needs of young children, and secondly, to address gender issues and the inclusion of children at risk of experiencing marginalisation or exclusion. This study is aimed at practitioners and policy makers to help work directly with young children who are at risk or are made vulnerable by difficult life conditions brought about by social, economic, political and cultural factors. It is the author's opinion that social and cultural diversity, gender sensitivity and equality and a committment to inclusion based on respect for and acceptance of human diversity can be addressed meaningfully through early childhood development programmes.

Becoming an inclusive, learning-friendly environment

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO). Asia and Pacific Regional Bureau for Education
2003

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Booklet 1 describes what is an inclusive, learning-friendly environment (ILFE) and what are its benefits for teachers, children, their parents and communities. It also will help to identify the ways in which a school may already be inclusive and learning-friendly, as well as those areas that may need more improvement. It will provide ideas about how to plan for these improvements, as well as how to monitor and evaluate the progress

Working with families and communities to create an ILFE

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO). Asia and Pacific Regional Bureau for Education
2003

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Booklet 2 describes how to help parents and other community members and organizations to participate in developing and maintaining an inclusive learning-friendly environment (ILFE). It gives ideas about how to involve the community in the school and students in the community. It will help identify in what ways this is already going on, and it will offer ideas for involving families and communities even more in promoting and developing an ILFE

Getting all children in learning

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO). Asia and Pacific Regional Bureau for Education
2003

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Booklet 3 will help individuals working in schools understand some of the barriers that keep children from coming to school and what to do about them. The Tools are presented in a building block fashion (step-by-step), and they contain ways of including traditionally excluded children that have been used widely and effectively by teachers throughout the world. These Tools, will enable the reader to talk with other teachers, family and community members, and students about what conditions may be pushing children away from learning. They also will be able to identify where the children live, why they are not coming to school, and what actions can be taken to get them in school

Creating inclusive, learning-friendly classrooms

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO). Asia and Pacific Regional Bureau for Education
2003

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This booklet will help the reader to understand how the concept of learning has changed over time as classes have become more child-centred. It will give the reader tools and ideas about how to deal with children with diverse backgrounds and abilities that attend aclass, as well as how to make learning meaningful for all

Managing inclusive, learning-friendly classrooms

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO). Asia and Pacific Regional Bureau for Education
2003

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This booklet will give the reader tips about managing diverse classrooms. It explains how to plan for effective teaching and learning, how to use resources effectively, how to manage group work in a diverse classroom, as well as how to assess students' progress and thus the reader's own progress

Creating a healthy and protective inclusive, learning-friendly environment for all

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO). Asia and Pacific Regional Bureau for Education
2003

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This booklet will help the reader to begin to develop an effective school health and protection component. It pays attention not only to what is happening in classrooms and how far lessons plans have progressed, but also to: finding opportunities to include health promotion in everything done by schools and with communities; focusing on strategies that are feasible to implement even in the most resource poor schools and those located in hard-to-reach areas; creating effective partnerships between teachers, parents, students, health workers, and community members to get necessary resources and support; and increasing children's awareness and participation in solving health and protection problems that are relevant to their lives

Peer approach in adolescent reproductive health education : some lessons learned

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2003

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This document pulls together what research and experience tell us about the peer education in promoting attitude and behaviour change in adolescents around sexual and reproductive health. It also offers guidelines for policy makers and programme implementers to learn from others and to adapt strategies that will be most effective in their setting. Chapter one defines peer education, and explains some of the theoretical models. Chapter two justifies using peer education and discusses advantages and benefits of this approach. Chapter three synthesizes research on the impact of peer education in the Asian region. Chapter four compiles lessons learned from many research studies, to show what makes a peer education programme work. Chapter five presents a series of guidelines for planning and implementing adolescent reproductive health interventions, including tips for working with youth and adults

Inclusive Education (IE)

UNESCO

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This website contains material on inclusive education geared towards the Asia-Pacific region. Many UNESCO documents can be downloaded from this website, including some in Indonesian. It includes sections on 'thematic issues' in Inclusive Education such as policy and legislation, curriculum development and Education for All. The website also has links to other international organisations and to international guidelines, and information on UNESCO events in the region

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