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.
This comparative report reviews and analyses a range of selected educational issues in Association of Southeast Asian Nations (ASEAN)+6 countries, which include 10 ASEAN member countries plus Australia, China, India, Japan, New Zealand, and the Republic of Korea. In particular, it highlights the key issues, challenges and opportunities for improving system performance and reducing educational disparities across ASEAN+6 countries. It thus provides useful inputs for informing policy options for education development in these and other countries. The issues reviewed are grouped into three policy areas: 1) sector policy and management frameworks, 2) secondary education, and 3) technical and vocational education and training (TVET), all of which are of critical importance in the context of formulating and operationalizing education reform agendas in these countries. The reports informs about legislative and policy frameworks. The report focuses on quality, teachers and financing.
China’s education policy in the Tibet Autonomous Region (TAR) is significantly reducing the access of ethnic Tibetans to education in their mother tongue. The government policy, though called “bilingual education,” is in practice leading to the gradual replacement of Tibetan by Chinese as the medium of instruction in primary schools throughout the region, except for classes studying Tibetan as a language. Since the 1960s, Chinese has been the language of instruction in nearly all middle and high schools in the TAR, where just under half of Tibetans in China live, but new educational practices introduced by the government in the TAR are now leading more primary schools and even kindergartens to use Chinese as the teaching language for Tibetan students.