Annex 5: ESDF International Social Development and Inclusive Education

Annex 5.1 Final Presentation – IE Policy Writers Workshop, 25th March 2009

ESDF: Social Development and Inclusive Education

Social Development and Inclusive Education Technical Group Workshop

POLICY FORMULATION TRAINING

ESDF: Social Development and Inclusive Education

Policy differs from rules or law. While law can compel or prohibit behaviors(e.g. a law requiring the payment of taxes on income) policy merely guides actions toward those that are most likely to achieve a desired outcome.

Policy or policy study may also refer to the process of making important organizational decisions, including the identification of different alternatives such as programs or spending priorities, and choosing among them on the basis of the impact they will have. Policies can be understood as political, management, financial, and administrative mechanisms arranged to reach explicit goals.

ESDF: Social Development and Inclusive Education

EDUCATION POLICY refers to the collection of laws and decrees that govern the operation of the education system.

A GOAL (or objective) consists of a projected situation which the MoEplans or intends to achieve, set within a defined deadline.

 specific

 measurable

 time-bound eg. Achieve universal primary education enrolment by 2015 and universal primary education completion by 2020.

ESDF: Social Development and Inclusive Education

Levels of policy design:

 Strategic: Should we mainstream inclusive education?

 Multi-programme: How should we allocate resources targeted to inclusion of gender, ethnic and disabled groups?

 Programme: How and where should we provide inclusive education programmes?

 Issue-specific: How should children with moderate learning disability, girls, children from ethnic groups and children from poor families be included in mainstream schools?

ESDF: Social Development and Inclusive Education

In drafting the Inclusive Education Policy we need to consider:

WHO needs the Policy?

Policy MakersPOLICY DECISIONS

PlannersCOST AND BENEFITS OF ALTERNATIVE OPTIONS

WHO are the focal persons responsible at each level in the system?

WHAT are their responsibilities?

WHAT?

What Policies are currently in place in relation to equity, inclusion and education?

What are the key commitments already in place?

ESDF: Social Development and Inclusive Education

HOW to develop Policy Statements?

Refer to specific documents from MoEto develop policy statements

Consider the following questions:

-How is the policy to be disseminated and actioned?

-What level of enforcement is possible?

-What are the cost factors?

-How is the policy implementation to be monitored?

-indicators …data collection and analysis

-baseline data and targets

-do targets such as PRSO and FTI include IE indicators?

ESDF: Social Development and Inclusive Education

Sources of Information

Education Law

NESRS ESDF

ICE conference recommendations(handout)

Existing policies

Outcomes of workshops on 6th February 2009 (handout) and 18th-19th February 2009(handout)

Annex 5.2 Summary Report: ESDF Social Development and Inclusive Education Workshop, 6th February 2009

A Social Development and Inclusive Education Workshop was held on Friday 6th Feb 09 at MoE New Building, Rm 425, Vientiane.

The workshop was chaired by Mr Sengsomphone and facilitated by the staff of CEWED with support from the ADB ESDF Technical Team.

The workshop was attended by representatives from the MOE departments and government agencies

The purpose of the workshop was to develop the immediate, medium term and long term priority actions for SD & IE as components of the ESDF Implementation Plan

The objectives of the workshop were:

 To review the SD & IE goals, policy and strategies

 To develop the immediate, medium term and long term priority actions for SD & IE

 To give the opportunity for technical team participation in starting to develop the ESDF Implementation Plan for SD & IE

The participants worked in seven groups each group covering the following topics:

1. Gender group

2. Ethnic group

3. Disabled children group

4. Children from poor families group

5. ECE for 5 year olds group

6. NFE for primary school completion group

7. Child health group

The outcomes from each group are provided below, summarising the agreed Goals, Policy Areas, Strategies and Proposed Actions for ESDF Year 1, 2009-2010.

1. Gender Group Workshop Outcomes

The gender group agreed the following Goals, Policy Areas, Strategies and Proposed Actions for ESDF Year 1, 2009-2010.

Gender GOALs: To achieve gender parity in Basic Education enrolment, promotion and completion

To improve gender parity in enrolment into Upper Secondary Schools and Vocational Education institutions

Gender Policy Areas: All girls and boys are able to complete Basic Education.

Equal opportunity for all women and men on completion of Basic Education to enrol in Upper Secondary School and Vocational Education

NSAW Target I : To expand girls’ school attendance at all levels with gradual equality with male (according to the targets of strategy laid down by the MOE)

Gender Strategy:

(1) Provide scholarships to girls from ethnic / poor families in villages where school age children cannot access a primary school

(2) Provide school development grants to rural LS/CS schools to improve school conditions and initiate activities to attract female and students from ethnic groups.

(3) Provide new school buildings and additional classrooms in poor/poorest districts where female or ethnic students, especially ethnic girls, have high drop-out rates. Construct facilities conducive to increasing female enrolment. Build dormitories and create safe environments for girls who have to study away from home

Expand boarding facilities in some provinces to reduce disparities

Build up friendly homestay family network for females to attend school

(4) Establish a student-parent association (SPA) according to Regulations of the Association (No.269/MOE/2002/21 February 2002) ensuring 40% representation of women, ethnic group representation, and 1 girl and 1 boy as student representatives

Create conditions for parents to send girls to attend school regularly particularly in rural and ethic areas

(5) Ensure new curriculum is gender sensitive with integration of ethnic cultural knowledge and gender specific information

(6) Increase enrolment of female teachers in teacher training, with emphasis on PS teacher training

Ensure teacher training is gender sensitive with integration of ethnic cultural knowledge and gender specific information

Continue to train teachers, school directors and education administrators at each level in gender roles and gender friendly environments

(7) Disaggregate data in the information system by sex and by ethnicity for the EMIS (including the TMIS) at the national, provincial, district and school level.

(8) Provide equal capacity building opportunities for women and officials from ethnic groups from MOE, PES, DEB and school staff

(9) Strengthen school networks in poor areas and scattered communities

(10) Increase dormitory capacity for women at vocational training schools and tertiary institutes

Expand boarding facilities in some provinces to reduce disparities

Build up friendly home stay family network for females to attend tertiary level education

Gender Proposed Actions: ESDF Year 1 2009-2010

(1) Finalise the Gender Education Policy including a strategy and action plan

(2) Draft guidelines for the implementation of scholarships to increase girls enrolment in primary schools, targeting girls from poor families and from ethnic groups

(3) Set the implementation targets

(4) Encourage community involvement to encourage female students to access education

(5) Develop the strategy to increase enrolment of women in teacher training

Survey to assess the effectiveness of scholarships and other incentives for women to train as primary school teachers

(6) Develop the EMIS system of data collection and analysis to incorporate data disaggregated by gender

2. Ethnic Group Workshop Outcomes

The ethnic group agreed the following Goals, Policy Areas, Strategies and Proposed Actions for ESDF Year 1, 2009-2010.

Ethnic Groups GOALs: To achieve parity in enrolment, promotion and completion of Basic Education for children from all ethnic groups

To enable ethnic students to learn in Lao language and to preserve their ethnic culture.

Ethnic Groups Policy Areas: Provide complete schools to the remote areas through Village Education Development Committee. Expand cluster school networks for professional support

Strengthen multi-grade teaching in small schools

Expand ethnic education through local curriculum

Education Policy for the rural areas

Education Policy for Cross Border communities

Lao language learning provision and preservation of local ethnic language and culture

Ethnic Group Strategy:

(1) Launch a nationwide public information campaign to encourage school enrolment

(2) Ensure that sufficient investment is made into ethnic education for research and development to provide a good quality of education in ethnic schools

(3) Train teachers in multi-grade approaches (PRE/INSET)

(4) Curriculum development

(5) Education Policy for rural areas - Strengthen VEDC through skills development and resource allocation

(6) Upgrade incomplete schools to complete schools

Community-based infrastructure projects and incentive systems to phase out incomplete schools

(7) Education Policy for Cross Border communities to make provision for the needs of children affected by cross border movement

Ethnic Group Proposed Actions: ESDF Year 1 2009-2010

(1) Conduct Ethnic Zone Survey in 2 language groups – Mon-Khmer and Hmong-Ewmain, in cooperation with Lao Front for National Construction, Linguistics Study Centre, Technology Department and other concerned agencies

(2) Re-survey existing ethnic boarding schools across the country in collaboration with Technology Department and related PES

(3) Create professional trained teachers with good quality teaching skill through TTS preservice and in-service training programs

Research and reform the teaching methodology used in all subjects

(4) Develop instructional materials utilizing the range of available media. Improve the process of curriculum development for ethnic students including methodology, content and lesson plans

Improve implementation of local curriculum and basic curriculum in ethnic schools

(5) Construct schools and prepare classrooms for enrolment of new ethnic students

3. Disabled Children Group Workshop Outcomes

The disabled children group agreed the following Goals, Policy Areas, Strategies and Proposed Actions for ESDF Year 1, 2009-2010.

Disabled Children Group GOAL: To provide learning opportunity for all children appropriate to their individual abilities

Disabled Children Group Policy Area: Provision in the education system for all children with special needs

Disabled Children Group Strategy:

(1) Expansion of ECE including provision for inclusion of disabled children

(2) Expansion of provision in Primary, Lower and Upper Secondary schools and tertiary institutions for inclusion of children with moderate disabilities – purpose built classrooms, trained teachers and learning resources

(3) Expansion of existing facilities and resources (purpose built schools, trained teachers and learning resources) for children with severe disabilities

(4) Develop regulations and decrees

Disabled Children Group Proposed Actions: ESDF Year 1 2009-2010

(1) Conduct Needs Assessment and data collection / analysis

(2) Define more clearly physically and mentally mild-moderate learning disability

(3) Define more clearly severe learning (intellectual) disabilities

(4) Develop policies and strategies

Disabled Children Group Proposed Actions: ESDF Medium Term 2010-2015

(1) Train core trainers in TEIs to integrate IE into pre-service teacher training

Train PAs in IE approaches

(2) Specialist training for teachers of visual and hearing impaired children

(3) Develop resource materials inc. braille and sign language in Lao language

4. Children of Poor Families Group Workshop Outcomes

The group discussing inclusion of Children of Poor Families agreed the following Goals, Policy Areas, Strategies and Proposed Actions for ESDF Year 1, 2009-2010.

Children from Poor Families Group GOAL: To achieve parity in school indicators between poor and less poor districts

Children from Poor Families Group Policy Area: Reduction in direct and indirect cost barriers for poor families

Children from Poor Families Group Strategy:

(1) Inclusion of students from poorer or disadvantaged backgrounds through provision of an expanded scholarships program for lower and upper secondary education

(2) Elimination of formulae and unit cost based non-salary operational grants

(3) Elimination of registration and instructional fees for students in pre-school, primary and lower secondary school, NFE and teacher education

Children from Poor Families Group Proposed Actions: ESDF Year 1 2009-2010

(1) Formulate the policy for operation of scholarships and school block grants

(2) Issue of a decree, regulations and compliance monitoring guidelines in 2009/10, with a nationwide information and advocacy campaign

(3) Define eligibility criteria and cost norms for scholarships and school block grants

(4) VEDC to undertake survey of requirements and develop a support strategy for children from poor families

(5) Develop a strategic plan for the gradual elimination of school fees aligned with the phased implementation of scholarship programs

5. ECE for 5 year olds Group Workshop Outcomes

The group discussing inclusion of 5 year old children in ECE agreed the following Goals, Policy Areas, Strategies and Proposed Actions for ESDF Year 1, 2009-2010.

ECE Group GOAL: To enhance the learning opportunity of 5 year old children in poor villages.

ECE Group Policy Area: Increased enrolment in ECE of 5 year old children from remote rural areas

ECE Group Strategy:

(1) Introduce an ECE provision to all and school readiness for 5 yr olds to access primary school.

(2) Promoting readiness of learning to the children.

(3) Expand the number of pre-primary classrooms.

ECE Group Proposed Actions: ESDF Year 1 2009-2010

(1) Produce ECE Media

Advertising & Training for ECE to the creche in the community

(2) Develop technical level of teachers

Train the creche staff

(3) Establish pre-primary classrooms in remote areas

Teacher training

Provide teaching learning materials for pre-primary classrooms

Provide nutritious food for the pre-primary classroom

6. NFE for Primary School Completion Group Workshop Outcomes

The group discussing NFE for Primary School completion agreed the following Goals, Policy Areas, Strategies and Proposed Actions for ESDF Year 1, 2009-2010.

NFE Group GOAL: To achieve completion of Basic Education for all children, targeting out-of-school children

NFE Group Policy Areas: Enrolment in the education system of all children of school age Re-entry of out-of-school primary age children

Equivalency programs for out- of-school over-age children

NFE Group Strategy:

(1) Establish a non-formal schooling system for all school age children who have not enrolled in school or who have dropped out of school to re-enter education

(2) Public-Private Partnership policy in development of CLCs

(3) Out-of-school children will need to be captured by means of an expanded safety-net

(4) Expand re-entry programs into mainstream schooling and expanded equivalency programs for out of school students

(5) Services for non-formal education for children without payment

(6) Expand Gender Policy

NFE Group Proposed Actions: ESDF Year 1 2009-2010

(1) Development policy, strategy and non-formal education plan in all levels

(2) Create a database on illiterates, update the information system into modernisation (initiate and carry out pilot study in 2 provinces)

(3) Develop curriculum equivalency education for children - teaching and learning

(4) Development training teaching material and staff for non-formal education

(5) Establish community study center for teaching children and adults in priority areas, especially, for remote areas (initiate in 2 provinces)

(6) Identify priority areas and implement equivalency programs (initiate in 2 provinces)

7. Child Health Group Workshop Outcomes

The Child Health group agreed the following Goals, Policy Areas, Strategies and Proposed Actions for ESDF Year 1, 2009-2010 with emphasis on Nutrition Education and HIV/AIDS Awareness.

Child Health GOAL: Improved health status of all children

Child Health Policy Areas: Inclusion of life skills education to enhance the practical knowledge and competence of all children

Improvement to the Physical and Psychosocial Environment of the School

Integration of Health and Nutrition Services into Schools

HIV/AIDS awareness raising among vulnerable groups

Child Health Strategy:

(1) Education and awareness raising through nutrition education and environmental education

(2) Develop curriculum, conduct training for managers and teachers for awareness raising of environment for kindergarten, primary and secondary education teachers and TEI teachers

(3) Expand program for special students to receive supplementary high protein food and access to free health treatment

(4) ESDF Strategies developed from School Health Policy

(5) Development of appropriate and relevant curriculum for :

- life skills education

- HIV/AIDS awareness

- nutrition education

(6) Teacher training and capacity building for implementation of the curriculum and use of instructional materials including the Blue Box for:

- life skills education

- HIV/AIDS awareness

- nutrition education

(7) Advocacy, information exchange and community participation for:

- Improvement to the school physical environment

(8) Implementation, monitoring, evaluation and reporting of improvements in HIV/AIDS and nutrition education

Child Health Proposed Actions: ESDF Year 1 2009-2010

(1) Training for awareness raising of nutrition education and environmental education to all kindergarten and primary teachers.

(2) Enhance health education through improvement and editing of topics about health education and environment in the text books

(3) Training curriculum developers in awareness raising of nutrition and environment issues in secondary curriculum level.

(4) Extend the supplementary food project to cover all 47 poorest districts in the country

Annex 5.3 Models of Barriers to Inclusive Education and Corresponding Strategies

MODEL OF GENERIC AND GROUP SPECIFIC BARRIERS TO INCLUSIVE EDUCATION GIRLS

 Lack of awareness of benefits of education of women for family wellbeing

 access to LSS limited to boarding school / vulnerability for adolescent girls

 access to school facilities

- school location

- school facilities

 lack of trained specialist teachers

 lack of specialist teaching - learning materials

 gender stereotypes value education for boys

 lack of IE policy for integration of services

(MoE, MoH, MoLSW, LWU, LNF)

 lack of opportunity to access NFE equivalency

 lack of quality

 stereotype confuses disability with lack of ability to learn

 differences between the language of school and the home language

 lack of perceived relevance to life ………. (life and livelihood skills)

 inflexibility of school timing / school calendar

 no access to scholarships to meet cost of school fees, textbooks, clothes, food, boarding, transport

ETHNIC GROUPS

 remoteness / geographical location

 incomplete schools in rural villages

 cultural values / cultural diversity not reflected in the school curriculum

 opportunity cost –children need to work for household income

 value of education linked to job opportunities does not match real labour market opportunity

DISABLED CHILDREN CHILDREN OF POOR FAMILIES

MODEL OF GENERIC / GROUP SPECIFIC STRATEGIES FOR INCLUSIVE EDUCATION GIRLS

 awareness campaigns to advocate on the benefits of education of women for family well-being

 child protection measures for adolescent girls attend boarding schools eg child friendly home stay

 ensure access to school facilities for children with disabilities

- school location

- school facilities

 train disability specialist teachers

 provide specialist materials for disabled learners

 sensitisation to gender stereotypes to ensure equity in value of education for girls and boys

 IE policy includes integration of services (MoE, MoH, MoLSW, LWU, LNF)

 opportunity for out of school children and illiterate adults to access NFE equivalency program

 sensitisation to address stereotype which confuses disability with lack of ability to learn

 teachers trained to teach Lao to second language Lao speakers

 language policy for the multilingual classroom

 relate curriculum to local context focusing on life and livelihood skills

 school block grants

 flexible school timing / school calendar

 expand Schools of Quality (SoQ) concepts to all schools

 provide scholarships to meet cost of school fees, textbooks, clothes, food, boarding, transport for children who meet criteria

ETHNIC GROUPS

 mobile teachers and satellite classrooms

 multigrade teaching to complete incomplete schools

 cultural values / cultural diversity reflected through local school curriculum

 flexible school timing – to enable children to work for household income AND attend classes



 ensure education and vocational skills linked to job opportunities matched to real labour market opportunity (GENERIC)1

Disabled Children Children Of Poor Families

1 This factor is included in the matrix as a strategy most strongly linked to the inclusion of children from poor families though in broader terms it is a strategy relevant to all children. The justification for linking this directly to children from poor families is because employment opportunity and opportunity costs of school attendance are directly correlated with socio-economic circumstance.