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Seeing the invisible: Sexuality-related knowledge, attitudes and behavior of children and youth with disabilities in China

SHANGHAI INSITITUTE OF PLANNED PARENTHOOD RESEARCH (SIPPR)
UNESCO
HUMANITY & INCLUSION (HI)
2019

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Young people with disabilities have the same right to Sexual and Reproductive Health (SRH) as their peers without disabilities, but their needs and rights are often overlooked. This study examines the SRH status of young people with disabilities in China. In particular, the study explored the sexuality-related knowledge, attitudes and behaviour of young people with disabilities as well as their access to sexuality-related information, education and services. The findings of the study are intended to provide evidence to support decision-making by government agencies, educators, development workers and other relevant stakeholders regarding developing and implementing disability-inclusive SRH and sexuality education policies and programmes for young people in China.

The study, using quantitative and qualitative methods, was conducted in 2015 among unmarried young persons aged 12 to 24 living with visual, hearing, physical and intellectual disabilities, in both urban and rural areas. The analysis was based on data collected through 707 completed valid questionnaires, 20 group interviews and 35 individual interviews with young people with disabilities, and individual interviews with 60 parents and teachers, along with one case study.

Delivering together for inclusive development: digital access to Information and knowledge for persons with disabilities

DARVISHY, Alireza
EROCAL, Deniz
MANNING, Juliet
2019

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This report focuses on digital inclusion as it relates to four of the 17 Goals for the 2030 Sustainable Development Agenda:

  • SDG 9 - Innovation, Industry, and Infrastructure
  • SDG 16 - Peace, Justice, and Strong Institutions
  • SDG 17 - Partnerships for the Goals
  • SDG 4 - Quality Education

For each of the goals, a number of major challenges and key recommendations are defined. Finally, general recommendations are given for improving global digital inclusion overall.
 

GEM report summary on disabilities and education

UNESCO
2018

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In support of the run-up to the 2020 GEM Report on inclusion and education, this paper contains summarised content related to disabilities and education in previous Global Education Monitoring (GEM) Reports since 2010. Reports cited from 2010 and 2015 monitored countries in the Global South. The GEM Report started monitoring countries in the Global North from the 2016 Report onwards only.

 

Topics covered include: compliance monitoring; the role of civil society organisations; lack of data; marginalisation; data on primary school attendance; intersection with other disadvantages; different education related challenges; and ten education policies to counteract marginalisation.

Global education monitoring report, 2019: migration, displacement and education: building bridges, not walls

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
et al
2018

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“The 2019 GEM Report continues its assessment of progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda.


Its main focus is on the theme of migration and displacement. It presents evidence on the implications of different types of migration and displacement for education systems but also the impact that reforming education curricula and approaches to pedagogy and teacher preparation can have on addressing the challenges and opportunities posed by migration and displacement. It gives voice to experiences in host and home communities.


With the help of case studies, it illustrates approaches which work and could be scaled up. In this way, it aims to be a tool for practitioners. It will make the case for investing in education of good quality in rural areas suffering from depopulation and in slum areas suffering from large population inflows; in countries with high rates of emigration and those with high rates of immigration; in short-term refugee emergencies and in protracted crises. Its analysis, conclusions and recommendations advance the aims of SDG 4 and its call to leave no one behind.”

Inclusive education and accountability mechanisms. Paper commissioned for the 2017/8 Global Education Monitoring Report, Accountability in education: Meeting our commitments

ABU ALGHAIB, Ola
TROMP, Roseanne
October 2017

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"The adoption of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and in particular Articles 24, 31 and 33, which requires countries to develop an inclusive education system for all children as well obliging them to implement and monitor the process, presents both a challenge and an opportunity to the countries of the world. This report discusses the advances that have been made in terms of the implementation of inclusive education system for people with disabilities, as well as the challenges that are still ahead. The UNCRPD requires ratifying countries to submit Country Reports on the implementation of the Convention to the UN Committee on the Rights of Persons with Disabilities. The present report is unique in that it is based on a thorough analysis of these Country Reports. In addition, it is based on a thorough review of literature about inclusive education for people with disabilities"

 

A guide for ensuring equity and inclusion in education

UNESCO
July 2017

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This guide is intended to support countries in embedding inclusion and equity in educational policy. It supports Sustainable Development Goal (SDG) 4 on education calls for inclusive and equitable quality education and lifelong learning opportunities for all by 2030. The guide is intended for use primarily by key government education policy-makers working with key stakeholders. The guide provides an assessment framework that can serve to: review how well equity and inclusion currently figure in existing policies; decide which actions are needed to improve policies and their implementation towards equitable and inclusive education systems; and monitor progress. The guide includes evidence that informs the assessment framework, examples of initiatives that are contributing to more inclusive and equitable education systems in different parts of the world, and recommendations for further reading. 

Ensuring the right to equitable and inclusive quality education : Results of the ninth consultation of member states on the implementation of the UNESCO convention and recommendation against discrimination in education

UNESCO
July 2017

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The specific purpose of this report is to present the measures taken by Members States who have submitted monitoring country reports. It aims to summarize the information provided by Members States in response to the reporting guidelines, highlighting the results of the Consultation and the measures taken with a view to achieving the right to education in the context of the Sustainable Development Agenda and, in particular, SDG4.  There were 67 reports from Member States: 13 from Western European and North American States; 18 from East European States; 13 from Latin American and Caribbean States; 10 from Asian and Pacific States; 8 from African States; and 5 from Arab States. A section is presented on students with special needs.

School Violence and Bullying: Global Status Report

UNESCO
January 2017

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"A 2012 report by the Special Representative of the Secretary-General on Violence against Children1 notes that ‘more than one billion children around the world attend school. Many of these children enjoy their right to be taught in a safe and stimulating environment. For many others, however, schooling does not guarantee such opportunity. These girls and boys are exposed to bullying, sexual and gender-based violence, corporal punishment and other forms of violence… Many are also exposed to schoolyard fighting, gang violence, assault with weapons, and sexual and gender-based violence by their own peers. New manifestations of violence are also affecting children’s lives, notably the phenomenon of cyberbullying via mobile phones, computers, websites and social networking sites. The symposium is one of a series of international meetings UNESCO has organised to address school violence and bullying and it is intended to promote evidence-based action by educators, policy makers, professionals and practitioners in the education, health and other sectors. Consequently, this report aims to provide education sector stakeholders with a framework for planning and implementing effective programmes to prevent and respond to school violence and bullying as part of wider efforts to address violence against children." 

World Social Science Report 2016 | Challenging Inequalities: Pathways to a Just World

LEACH Melissa
GAVENTA, John
JUSTINO, Patricia
DENIS, Mathieu
November 2016

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Inequalities are multi-dimensional, multi-layered and cumulative. The Report makes clear that understanding and acting effectively upon inequalities requires looking beyond income and wealth disparities to capture their political, environmental, social, cultural, spatial, and knowledge features. Untangling such complexity is a challenge we must fully take on – if we are to develop policies and solutions that are feasible and sustainable.

 

The Report also emphasizes that the costs of inequalities are very high and borne by all – not just by the deprived and the excluded, but collectively, by current and future generations, in the form of heightened conflict and instability, economic and fiscal losses, environmental degradation, and political tensions. Reducing inequalities is thus everyone’s concern.

 

Countering inequalities requires robust knowledge – but knowledge alone is not enough. The challenge is to improve the connection between what we know and how we act: to mobilize the knowledge of the social and human sciences to inform policies, underpin decisions and enable wise and transparent management of the shift towards more equitable and inclusive societies. In this sense, investment in knowledge is a down-payment for informed change.

 

And in some respects, even the knowledge we have is not fully adequate. Social science research agendas equally require revisiting. The Report calls for a step change towards a research agenda that is interdisciplinary, multiscale and globally inclusive, creating pathways for transformative knowledge.

The revised UNESCO charter of physical education, physical activity and sport

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
November 2015

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"The International Charter of Physical Education, Physical Activity and Sport  is a rights-based reference that orients and supports policy- and decision-making in sport. Based on the universal spirit of the original Charter, and integrating the significant evolutions in the field of sport since 1978, the revised Charter introduces universal principles such as gender equality, non-discrimination and social inclusion in and through sport. It also highlights the benefits of physical activity, the sustainability of sport, the inclusion of persons with disabilities and the protection of children"

Education 2030 Incheon Declaration And Framework for action towards inclusive and equitable quality education and lifelong learning for all

WORLD EDUCATION FORUM 2015
2015

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UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.

Towards 2030: a new vision for education

Our vision is to transform lives through education, recognizing the important role of education as a main driver of development and in achieving the other proposed SDGs. We commit with a sense of urgency to a single, renewed education agenda that is holistic, ambitious and aspirational, leaving no one behind. This new vision is fully captured by the proposed SDG 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and its corresponding targets. It is transformative and universal, attends to the ‘unfinished business’ of the EFA agenda and the education-related MDGs, and addresses global and national education challenges. It is inspired by a humanistic vision of education and development based on human rights and dignity; social justice; inclusion; protection; cultural, linguistic and ethnic diversity; and shared responsibility and accountability. We reaffirm that education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights. It is essential for peace, tolerance, human fulfilment and sustainable development. We recognize education as key to achieving full employment and poverty eradication. We will focus our efforts on access, equity and inclusion, quality and learning outcomes, within a lifelong learning approach.

 

Action and commitments required to implement the agenda are presented.

Model policy for inclusive ICTs in education for persons with disabilities

WATKINS, Amanda
LEBLOIS, Axel
2014

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“This document presents a Model Policy for Inclusive Information and Communication Technologies (ICTs) in Education for Persons with Disabilities. The focus is upon the use of ICTs to support the implementation of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, 2006), specifically:

  • Article 9: Accessibility;
  • Article 21: Freedom of Expression and Opinion, and Access to Information;
  • Article 24: Inclusive Education”

UNESCO global report|Opening new avenues for empowerment : ICTs to access information and knowledge for persons with disabilities

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
February 2013

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This report aims "to provide governments, civil society, industry, academia and other groups with an insight into the use of Information and Communication Technologies (ICTs) by persons with disabilities to access information and knowledge around the world; To present an overview and critical assessment of existing information policies and strategies as well as challenges and advantages in using ICTs to access information and knowledge for persons with disabilities; To identify practices at local, national and global levels on effective application of ICTs by persons with disabilities to access information and knowledge; To foster future frameworks on the use of ICTs to access information and knowledge of persons with disabilities (PWD); and Based on the best available information and analysis, to make recommendations for strategy formulation, action-oriented initiatives and new synergies at national, regional and international levels"

Accessible ICTs and personalized learning for students with disabilities : a dialogue among educators, industry, government and civil society

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2011

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"The use of technology in education plays a particularly vital role by enabling flexible curriculum development and assisting students with disabilities to participate as equals in the learning experience. The recommendations contained in this report target teachers, policy makers and administrators. The main recommendations centre on a number of core themes that include maximising the use of the myriad of accessibility features in mainstream ICTs such as personal computers, tablet PCs, mobile phones etc. already in use in classrooms; empowering students to learn their own preferences and settings when using technology for learning and removing attitudinal barriers to the use of technology for inclusive education, in particular those of teachers who may struggle with modern ICTs"
Collaborative Expert Meeting Report
UNESCO Headquarters, Paris
17 -18 November 2011

EDUCAIDS resources

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
August 2009

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This CD-ROM contains more than 200 supporting documents for the EDUCAIDS Resource Pack including: * 35 technical briefs; * Overviews of practical resources on quality education; content, curriculum and learning materials; educator training and support; policy, management and systems; and entry points, as well as the original reference documents, and * The EDUCAIDS framework for supporting comprehensive education sector responses to HIV and AIDS

A strategic approach : HIV & AIDS and education

VISSER-VALFREY, Muriel Visser-Valfrey
SASS, Justine
May 2009

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This report offers a strategic vision of the important role that education must play in addressing HIV, identifies key priorities for responding to HIV and AIDS through education, puts forward two central objectives for education responses, and outlines how the response should be tailored to the local epidemiological situation and other contextual factors. This is the revised version of the 2003 UNAIDS Inter-Agency Task Team (IATT) on Education publication, HIV/AIDS and Education: A Strategic Approach

Policy Guidelines on Inclusion in Education

UNESCO
2009

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Inclusive education is a process that involves the transformation of schools and other centres of learning to cater for all children – including boys and girls, students from ethnic and linguistic minorities, rural populations, those affected by HIV and AIDS, and those with disabilities and diffi culties in learning and to provide learning opportunities for all youth and adults as well. Its aim is to eliminate exclusion that is a consequence of negative attitudes and a lack of response to diversity in race, economic status, social class, ethnicity, language, religion, gender, sexual orientation and ability. Education takes place in many contexts, both formal and non-formal, and within families and the wider community. Consequently, inclusive education is not a marginal issue but is central to the achievement of high quality education for all learners and the development of more inclusive societies. Inclusive education is essential to achieve social equity and is a constituent element of lifelong learning.

These guidelines were discussed in a side event at the International Conference on Education in Geneva, Nov 2008 and recommendations from that meeting have been built into this fi nal version. We hope that they will serve as a resource for policymakers, teachers and learners, community leaders and members of civil society in their efforts to promote more effective strategies for reaching the EFA goals.

Education for children with disabilities in India : a background paper for GMR 2010

SINGAL, Nidhi
2009

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This paper critically examines the Sarva Shisksha Abhiyan (SSA) on the education of children in disabilities in India. Given statistical evidence, the author suggests that the National Action Plan for Inclusion for Education of the Children and Persons with disabilities (2005) is a challenge to implement, and that guidance and enforcement mechanisms for achieving its vision are weak. The paper calls for greater supply of learning aids in rural areas, recommends strengthening teacher training and encourages more effective measurement of disability educational support systems. This paper is useful for anyone interested in the education for children with disabilities in India
2010/ED/EFA/MRT/PI/21

Partnerships in practice

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION
December 2008

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This booklet aims to contribute to improved understanding of partnerships, including what they can achieve as well as challenges to effective partnerships. It focuses on partnerships in HIV & AIDS and education and draws on a range of global, regional and national experience to: * Provide a brief overview of the role of partnerships and why they are important. * Discuss the different types of partnerships that have been established. * Highlight ways that partnerships can contribute to UNESCO's Education For All programme and universal access to prevention programmes, treatment, care and support. * Summarise lessons learned about partnerships

Effective learning

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION
December 2008

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This booklet: * Introduces the concepts of quality education and effective learning. * Provides an overview of the impact of HIV and AIDS on quality education and effective learning. * Summarises the factors that contribute to effective learning in the context of HIV and AIDS education. * Highlights key issues to consider in developing and adapting HIV and AIDS learning materials, illustrated with case study examples.

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