In this paper, the Global Campaign for Education identifies ten key principles for improving the amount, quality and effectiveness of aid to basic education.
This paper intends to demonstrate the International Monetary Fund’s (IMF) role in constraining countries from increasing public expenditure in education to meet the Education For All (EFA) goals and the education-related Millennium Development Goals (MDGs). The ﬁndings are based on research and country case studies undertaken by ActionAid International ofﬁces in Guatemala, Bangladesh, India, Cameroon, Ethiopia, Kenya, Nigeria and Sierra Leone during 2004-05. These ﬁndings are complemented by similar research by the Global Campaign for Education GCE.
The report highlights allocation for education sector of different fiscal years aiming to underline priority areas for realising National Education Policy-2010, explains the trends of education financing, analyses the allocation in development and non-development programmes and finds the challenges in implementing the strategic priorities of education sector in Bangladesh.
This report examines the right to education of children in detention in thirteen countries: Albania, Belgium, Colombia, Ecuador, Italy, Lebanon, Netherlands, Niger, Nigeria, Palestine, Pakistan, Sierra Leone and Uganda.
This report documents information from parents, self-advocates, and family based organisations in 75 countries about experiences with inclusive education over the past 15 years since the adoption of the Salamanca Statement and Framework for Action on Special Needs Education by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 1994.
This guide offers practical ideas for including children and young people with disabilities in education before, during or after a crisis. It outlines some of the common challenges that children and young people with disabilities might face with education in or after an emergency. It also discusses some constraints or concerns that teachers might have with supporting their learning in these circumstances. The guide offers practical ways in which teachers can tackle these issues and welcome learners with disabilities into their classes.
This report documents the struggles of children and young people with disabilities to be educated in mainstream schools in their communities.
It is based on more than 60 interviews, mostly with children and young people with disabilities, and their parents, and draws on government data and expert policy assessments. The Chinese government has adopted regulations and rules on the education of people with disabilities, promised to raise the enrolment rate of children with disabilities, and waived miscellaneous school fees for them. Yet the report details the ways schools deny these students admission, pressure them to leave, or fail to provide appropriate classroom accommodations to help them overcome barriers related to their disabilities.
Deaf children have a right to a quality education, like all other children, in a language and environment that maximises their potential. In this video, in conjunction with a global conference in Sydney on equality for deaf people, Human Rights Watch shows some of the challenges faced by deaf children and young people, and the opportunities sign language education offers them.
This article maps the state of education of girls with disabilities in 2013, including the specific barriers that limit their right to education.
More than 300 participants representing 92 governments and 25 international organisations met in Salamanca in 1994 to further the objective of Education for All by considering the fundamental policy shifts required to promote the approach of inclusive education, namely enabling schools to serve all children, particularly those with special educational needs. Organised by the Government of Spain in co-operation with UNESCO, the Conference brought together senior education officials, administrators, policy-makers and specialists, as well as representatives of the United Nations and the Specialised Agencies, other international governmental organisations, non-governmental organisations and donor agencies. The Conference adopted the Salamanca Statement on Principles, Policy and Practice in Special Needs Education and a Framework for Action. These documents are informed by the principle of inclusion, by recognition of the need to work towards “schools for all” - institutions which include everybody, celebrate differences, support learning, and respond to individual needs. As such, they constitute an important contribution to the agenda for achieving Education for All and for making schools educationally more effective.