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EFA Goal Two: Providing Free and Compulsory Primary Education for All 25contexts. In communities where all children, including children with disabilities, aresent to the local school, the community and the school take responsibility for allchildren. Bringing special needs thinking, where one group of children is identified asdifferent, into such a context might diminish this sense of responsibility. It is alsoimportant to remember that a child categorized in one context as “special” might not beso in another, and that children categorized within one “group” might have moredifferent than similar needs. Experiences in different countries show that it is notsufficient to look at how to integrate one particular group of children, such as childrenwith disabilities.In some schools, one can see that children categorized as having special needs mightbe in the same classroom, but have separate tasks to do or even a separate teacher.Communication and interaction with the other pupils then become difficult, andeventually the child is excluded within the class. Integrating one group of students maynot address other grounds for discrimination in classrooms. So, when moving towardsmore inclusive policies and practice, the focus needs to be on strategies to removebarriers to learning and participation for all children.It is necessary to look into how schools can be modified or changed to make sure thatthe education is relevant to the local context, includes and treats all pupils with respectand is flexible so that all can participate. This requires redirecting resources andintersectoral cooperation and has implications on the following areas:1. Policy DevelopmentIn some countries, policies exist that open up a possibility for authorities not to takeresponsibility for certain groups of children. Often this applies to children with severeintellectual disability, but it might also refer, for instance, to ethnic minorities or childrenwithout a birth certificate. Also, in a great number of countries, the education of somespecific groups of learners might be the responsibility of another authority other thanthe Ministry of Education. Often this allows for a situation where these learners are notexpected or encouraged to participate in mainstream education.2. Curriculum DevelopmentWithin the education system, the curriculum may be one of the major obstacles forinclusion. In many countries, the curriculum is extensive and demanding, and centrallydesigned and rigid. The curriculum can facilitate the development of more inclusivesettings if it allows for the school or teacher to make adaptations so that it makes sensein the local context and for the individual learner. Linked to this is the issue of languageof instruction. It may be different than the language that students use at home, makingit difficult for some of them to follow what is happening in the classroom. Bilingualeducation can help to address this problem.Education for All: Reaching the Unreached
26 EFA Mid-Decade Assessment3. Teacher TrainingOften much of the teaching in the classroom is based on rote learning, meticulousfollowing of textbooks and copying. In order to change the practices in the classroominto more child-friendly and flexible practices, teachers and schools need training thatbuilds on the existing expertise. The school environment also should encouragerisk-taking so teachers have the time and confidence to try out new approaches, anddo not need to worry about inspectors’ or head teachers’ disapproval. A whole-schoolapproach to school improvement has proven more effective in establishing change inschools than training a few of the staff.4. Local Capacity-Building and Community InvolvementThe first task in building effective support for schools is to mobilize the resources thatalready exist in schools and the local community. In addition, there might be a need forsome external support, such as teams of teacher trainers or support teachers comingin on a regular basis. For instance, in some countries, the roles of the inspectorshave changed from “grading” schools and teachers to giving pedagogical support ona regular basis. Often this type of support can also be derived from the elders in thelocal community.UNESCO recognizes that separate projects for marginalized and excluded groups donot have a huge impact. Instead, UNESCO promotes inclusive approaches throughoutits activities. UNESCO concentrates on how we can work together to raise the qualityof education for all students. The focus of the work has been on:●●●●strengthening inclusive approaches in national EFA plans, education policiesand strategies.developing approaches and resource materials to address diverse needs ineducation.supporting national capacity-building for government policy-making and systemmanagement.gathering and disseminating information and ideas.In planning for a national assessment, it is therefore crucial to focus on disparities toensure the recognition of all groups currently excluded from learning opportunities. It iscritical to identify means to get the excluded children enrolled in school and included inlearning.To do so, one must be able to ask and answer the following questions:●●●Who is not getting education?Where are they?Why are they not included?Education for All: Reaching the Unreached
Page 2 and 3: EFA Mid-Decade AssessmentEducation
Page 4 and 5: Preface1ForewordiiiHow close are co
Page 6 and 7: Prefacevcommunities where the langu
Page 8 and 9: Table of Contents1Table of Contents
Page 10 and 11: Table of ContentsixTable of Content
Page 12 and 13: Table of ContentsxiThis document co
Page 14 and 15: IntroductionxiiiEFA Mid-Decade Asse
Page 16 and 17: Introduction to the National and Re
Page 32 and 33: EFA Goal One: Expanding Early Child
Page 42 and 43: EFA Goal Two: Providing Free and Co
Page 50 and 51: EFA Goal Three: Promoting Life Skil
Page 62 and 63: EFA Goal Four: Improving Adult Lite
Page 68 and 69: EFA Goal Five: Achieving Gender Par
Page 76 and 77: EFA Goal Six: Enhancing Educational
Page 78 and 79: EFA Goal Six: Enhancing Educational
Page 80 and 81: Country Work Planning Guide 658Coun
Page 82 and 83: Country Work Planning Guide 678.4 N
Page 84 and 85: Country Work Planning Guide 69Pleas
Page 86 and 87: Addendum 71TWG on EFA member agenci
Page 88 and 89: Annexes 7315.30-16.00 Break16.00-17
Page 90 and 91:
Annexes 7515.00-15.30 Break15.30-16
Page 92 and 93:
Annexes 7710.2 List of Participants
Page 94 and 95:
Annexes 79CHINAINDIAINDONESIADong J
Page 96 and 97:
Annexes 81MALAYSIAMALDIVESKhammoune
Page 98 and 99:
Annexes 83NEPALPAKISTANShagdarsuren
Page 100 and 101:
Annexes 85THAILANDVIET NAMCharuaypo
Page 102 and 103:
Annexes 87Rehabilitation Internatio
Page 104 and 105:
Annexes 89Dominique ALTNERChief, Ed
Page 106:
Annexes 91Education for All: Reachi
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