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Insisting on inclusion: Institutionalisation and barriers to education for children with disabilities in Kyrgyzstan

MILLS, Laura
December 2020

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Since 2012, the Kyrgyz government has pledged to close 17 residential institutions for children, including three for children with disabilities. But 3,000 children with disabilities remain in institutions.

This report is based on in-person visits to six institutions for children with disabilities and 111 interviews with children with disabilities, their parents, institution staff, and experts in four regions of Kyrgyzstan. It describes abuses in state care as well as barriers to education that often lead to a child’s segregation in a residential institution or special school, or their isolation at home.

 

 

Inclusion and education: All means all. Global Education Monitoring (GEM) report 2020

GLOBAL EDUCATION MONITORING REPORT TEAM
June 2020

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The 2020 GEM Report assesses 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. The Report also addresses inclusion in education, drawing attention to all those excluded from education, because of background or ability. The Report is motivated by the explicit reference to inclusion in the 2015 Incheon Declaration, and the call to ensure an inclusive and equitable quality education in the formulation of SDG 4, the global goal for education. It reminds us that, no matter what argument may be built to the contrary, we have a moral imperative to ensure every child has a right to an appropriate education of high quality.

The Report also explores the challenges holding us back from achieving this vision and demonstrates concrete policy examples from countries managing to tackle them with success. These include differing understandings of the word inclusion, lack of teacher support, absence of data on those excluded from education, inappropriate infrastructure, persistence of parallel systems and special schools, lack of political will and community support, untargeted finance, uncoordinated governance, multiple but inconsistent laws, and policies that are not being followed through.

“On the Margins” Education for children with disabilities in Kazakhstan

RITMANN, Mira
March 2019

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Thisd report presents findings of research into report into progress towards inclusive education for disabled children in Kazakhstan and also presents recommendations for future progress.

Field research for this report was carried out between September 2017 and December 2018. The report is based on over 150 interviews with children and young adults with disabilities, their families, and disability rights activists, in multiple cities in Kazakhstan: Almaty, Astana, Kostanay, Kyzylorda, Shymkent, and Taldikorgan. Human Rights Watch researchers visited one PMPK office, five inclusive schools, and four special schools in Almaty and one inclusive school in Kyzylorda. Human Rights Watch also visited three neurological-psychiatric institutions for children in Almaty, Karaganda, and Shymkent. Human Rights Watch met and corresponded with officials from the Ministry of Labor and Social Protection and exchanged letters with the Ministries of Education and Health, and with the Almaty City Administration.

Scoping Progress in Education

GLOBAL EDUCATION MONITORING TEAM
2019

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Scoping Progress in Education (SCOPE) brings together administrative data, household surveys, learning assessments and education finance from various data producers, notably the UNESCO Institute for Statistics, to explore the progress made towards SDG 4, the global education goal.

It complements the printed edition of the Global Education Monitoring Report, enabling users to interact with the data to understand the achievements and challenges of countries and regions as they aim to reach the targets. Shareable and downloadable, users can create images and data files to explore further, print, or use online or in presentations

4th global report on adult learning and education: leave no one behind: participation, equity and inclusion

UNESCO INSTITUTE FOR LIFELONG LEARNING
2019

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This report explores participation in adult learning and education from the perspective of equity and inclusion. The first part tracks progress in adult learning and education against the Belém Framework for Action, adopted in 2009, on the basis of the GRALE (Global Report on Adult Learning and Education) survey; the second offers a detailed thematic analysis of participation, drawing on the survey findings, but also a wide range of other relevant sources. The findings of GRALE 4 are based on survey responses supplied by 159 countries.

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.”

Report of the Independent Expert on the enjoyment of human rights by persons with albinism on her mission to the United Republic of Tanzania

ERO, Ikponwosa
December 2017

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In accordance with the mandate set out in Human Rights Council resolution 28/6 and at the invitation of the Government of the United Republic of Tanzania, the Independent Expert on the enjoyment of human rights by persons with albinism, Ikponwosa Ero, conducted an official visit to the United Republic of Tanzania from 18 to 28 July 2017. The objective of the visit was to assess the human rights situation of persons with albinism throughout the country, with particular attention to be given to the relatively high number of reports of attacks against them

Report of the Special Rapporteur on the rights of persons with disabilities (theme: access to rights-based support for persons with disabilities)

DEVANDAS, Catalina
December 2016

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In her report, the Special Rapporteur provides an overview of the activities undertaken in 2016, as well as a thematic study on access to support by persons with disabilities. The study includes guidance for States on how to ensure the provision of different forms of rights-based support and assistance for persons with disabilities, in consultation with them. In preparing the study, the Special Rapporteur convened a regional expert consultation in Addis Ababa in September 2016 and analysed the responses to a questionnaire sent to Member States, national human rights institutions, agencies of the United Nations system, civil society organisations and persons with disabilities and their representative organisations. As at 5 December 2016, she had received 114 responses. 

For every child, a fair chance : the promise of equity

UNITED NATIONS CHILDREN’S FUND (UNICEF)
November 2015

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“UNICEF’s commitment to equity – giving a fair chance in life to every child, everywhere, especially the most disadvantaged – is built on the conviction that it is right in principle and evidence that it is right in practice. This report makes the case for closing persistent gaps in equity…” The report identifies a number of persistent gaps in equity for children, ranging from health to nutrition, to social inclusion. The report concludes by making recommendations to close gaps in equity worldwide as well as projecting progress in achieving equity by 2030

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"

Transforming our world : the 2030 agenda for sustainable development

UNITED NATIONS (UN)
October 2015

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This document presents the finalised text for adoption of the UN’s 2015-2030 Sustainable Development agenda, a plan of action for people, planet and prosperity.  The Agenda seeks to strengthen universal peace in larger freedom and recognises that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and an indispensable requirement for sustainable development. It calls for countries and all stakeholders, acting in collaborative partnership, to implement this plan and  pledges that no one will be left behind. It seeks to build on the Millennium Development Goals and complete what these did not achieve, and it is anticipated that the Goals and targets will stimulate action over the next fifteen years in areas of critical importance for humanity and the planet

 

The document provides an introduction and vision, shared principles and commitments, the world today and the new agenda, the means of implementation, the follow up and review, and a call for action to change our world. It then specifically outlines the new agenda of 17 sustainable development goals (SDGs) and the associated 169 developmental targets, the means of implementation and global partnership, and the expected follow-up and review over the next 15 years at national, regional and global levels

 

The 17 SDGs include: 

  • Goal 1. End poverty in all its forms everywhere
  • Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture
  • Goal 3. Ensure healthy lives and promote well-being for all at all ages
  • Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
  • Goal 5. Achieve gender equality and empower all women and girls
  • Goal 6. Ensure availability and sustainable management of water and sanitation for all
  • Goal 7. Ensure access to affordable, reliable, sustainable and modern energy for all
  • Goal 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
  • Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation
  • Goal 10. Reduce inequality within and among countries
  • Goal 11. Make cities and human settlements inclusive, safe, resilient and sustainable
  • Goal 12. Ensure sustainable consumption and production patterns
  • Goal 13. Take urgent action to combat climate change and its impacts
  • Goal 14. Conserve and sustainably use the oceans, seas and marine resources for sustainable development
  • Goal 15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss
  • Goal 16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
  • Goal 17. Strengthen the means of implementation and revitalize the global partnership for sustainable development

Physiotherapy exercises for people with spinal cord injuries and other neurological conditions

MESSENGER, Peter
2015

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This website allows users to search for exercises appropriate for people with spinal cord injuries and other neurological conditions. Users can select exercises, save exercises into booklets and can access previously created booklets. This website is useful for physiotherapists, occupational therapists and other rehabilitation professionals
Note: users must be logged on to the website to save exercises into booklets and to access previously created booklets. Recommend that first time users review first time user information prior to logging on

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.

Abandoned by the state : violence, neglect, and isolation for children with disabilities in Russian orphanages

MAZZARINO, Andrea
September 2014

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This report presents the situation of violence, neglect, and isolation for children with disabilities in Russian orphanages.  The report is based on visits by Human Rights Watch researchers to 10 orphanages in 6 regions of Russia, as well as on more than 200 interviews with parents, children, and young people currently and formerly living in institutions in these regions in addition to 2 other regions of Russia. It finds that many children and young people with disabilities who have lived in state orphanages suffered serious abuse and neglect on the part of institution staff that impedes their development. The report presents the background of the current situation and its detailed findings. and makes recommendations to key Russian stakeholders to ensure protection of the rights of children with disabilities in Russia and to comply with its international human rights obligations

Note: Easy read version is available from the web link

Information and communications for development 2012 : maximizing mobile

THE WORLD BANK
2012

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"This report analyzes the growth and evolution of applications for mobile phones, focusing on their use in agriculture, health and financial services, as well as their impact on employment and government. It also explores the consequences for development of the emerging "app economy", summarizing current thinking and seeking to inform the debate on the use of mobile phones for development. It’s no longer about the phone itself, but about how it is used, and the content and applications that mobile phones open"

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

INEE minimum standards for education : preparedness, response, recovery

INEE COORDINATION FOR MINIMUM STANDARDS
2010

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This resource presents "the minimum level of educational quality and access in emergencies through to recovery. The aim of the handbook is to enhance the quality of educational preparedness, response and recovery; to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and to ensure accountability and strong coordination in the provision of education in emergencies through to recovery...The INEE Minimum Standards are organised in five domains: Foundation standards; Access and learning environment; Teaching and learning; Teachers and other education; personnel; Education policy"

Community-based rehabilitation : CBR Guidelines|Education component

WORLD HEALTH ORGANIZATION (WHO)
et al
2010

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This component of the CBR Guidelines focuses on education and how to make it inclusive. It describes "the role of CBR is to work with the education sector to help make education inclusive at all levels, and to facilitate access to education and lifelong learning for people with disabilities." It outlines key concepts and then presents the core concepts, examples and areas of suggested activities in each of the following five elements: Early childhood care and education; Primary education; Secondary and higher education; Non-formal education; and Lifelong learning. This guideline is useful for anyone interested in the education component of CBR

Mental health and psychosocial support in humanitarian emergencies : what should humanitarian health actors know

IASC REFERENCE GROUP FOR MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT IN EMERGENCY SETTINGS
2010

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"This document is for humanitarian health actors working at national and sub-national level in countries facing emergencies and crises. It applies to Health Cluster partners, including governmental and non-governmental health service providers. Based on the IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings (IASC, 2007), this document gives an overview of essential knowledge that humanitarian health actors should have about mental health and psychosocial support (MHPSS) in humanitarian emergencies"

Community-based rehabilitation : CBR guidelines|Supplementary booklet

WORLD HEALTH ORGANIZATION (WHO)
et al
2010

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"These community-based rehabilitation (CBR) guidelines are applicable to all disability groups. However, the need was identified for a supplementary booklet to highlight a number of issues which CBR programmes have historically overlooked, i.e. mental health problems, HIV/AIDS, leprosy and humanitarian crises...CBR is a strategy for community-based inclusive development which takes into account the principles of the Convention on the Rights of Persons with Disabilities, e.g. non-discrimination and the need to include all people with disabilities in development initiatives. Therefore, it is important that CBR programmes take steps to address issues which they have traditionally excluded, such as mental health problems, HIV/AIDS, leprosy and humanitarian crises. While these four issues have been chosen for inclusion in this booklet, CBR programmes are encouraged to think broadly about other issues (e.g. CBR and children, CBR and ageing) that are particularly relevant in their communities and which may be included in future editions of the guidelines"

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