The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.

1.
Equity
–
Equlity
-­‐
Inclusion
©
Peter
F.
E.
Sloane
Centre for vocational
education and training
On
Inclusion:
Some
Remarks
OECD/GIZ
Regional
Policy
Dialogue:
Inclusive
TVET
October
7th,
2015
Prof.
Dr.
Peter
F.
E.
Sloane
Department
for
Business
and
Human
Resource
EducaPon
and
Centre
for
vocaPonal
educaPon
an
training
(cevet)
University
of
Paderborn

2.
Equity
–
Equlity
-­‐
Inclusion
©
Peter
F.
E.
Sloane
Centre for vocational
education and training
Background:
Equity
–
Equality
-­‐
Inclusion
Equity
–
Fairness,
Well-­‐fare:
Everybody
has
to
have
a
chance
to
parPcipate
on
social
life
an
prosperity
Equality
–
Gender,
ethnic
backgrounds,
language
should
not
hinder
economic
and
social
success
Inclusion
–
Handicapped
people
should
be
integrated

3.
Equity
–
Equlity
-­‐
Inclusion
©
Peter
F.
E.
Sloane
Centre for vocational
education and training
Inclusion:
narrow
and
broad
scope
of
the
approach
UN
ConvenPon
on
Disability
UNESCO's
programme
of
EducaPon
for
All
Inclusive
EducaPon
Social
Pedagogy
Special
Needs
EducaPon
Impairment
(visual,
hearing)
Physical
disabiliPes
Mental
disabiliPes
AuPsm
Problems
in
the
development
of
language,
learning
abiliPes,
social
and
emoPonal
capabliPes
Social
Problems
Aggressive
Behaviour
Problems
in
CommunicaPon
DisconPnuity
Fear
for
failures
Missing
self-­‐efficacy
a.
s.
o.

4.
Equity
–
Equlity
-­‐
Inclusion
©
Peter
F.
E.
Sloane
Centre for vocational
education and training
Concequences
Impairment
(visual,
hearing)
Physical
disabiliPes
Mental
disabiliPes
AuPsm
Problems
in
the
development
of
language,
learning
abiliPes,
social
and
emoPonal
capabliPes
Consequences
for
the
pracPcal
work
in
Schools
and
Enterprises
Consequences
for
teacher
educaPon
Aggressive
Behaviour
Problems
in
CommunicaPon
DisconPnuity
Fear
for
failures
Missing
self-­‐efficacy
a.
s.
o.

5.
Equity
–
Equlity
-­‐
Inclusion
©
Peter
F.
E.
Sloane
Centre for vocational
education and training
AcPon
Areas
for
the
work
in
school
(a
selecPon)
• MulP-­‐Professional
Teams:
Experts,
Assistants
for
IntegraPon,
social
workers
a.
s.
o.
(Personal
Development)
• IntegraPon
of
Inclusion
in
the
development
of
teaching
–
individualized
instrucPon,
teaching
with
different
goals,
shared
learning
a.
s.
o.
• IntegraPon
of
Inclusion
in
the
educaPon
management
of
schools
• Flanking
measures:
advice-­‐system,
special
courses,
coaches,
buddies
a.
s.
o.
• School
development,
quality
management
ècriPcal
response:
Who
wants
to
do
that
in
vocaPonal
schools?
Who
is
able
to
do
it?

6.
Equity
–
Equlity
-­‐
Inclusion
©
Peter
F.
E.
Sloane
Centre for vocational
education and training
ImplementaPon
07.10.15 00:08images 276×183 Pixel
Top Down
Bottom Down

7.
Equity
–
Equlity
-­‐
Inclusion
©
Peter
F.
E.
Sloane
Centre for vocational
education and training
ImplementaPon
07.10.15 00:08images 276×183 Pixel
Top Down
Bottom Down
Thank you

8.
Equity
–
Equlity
-­‐
Inclusion
©
Peter
F.
E.
Sloane
Centre for vocational
education and training
Back up

9.
Equity
–
Equlity
-­‐
Inclusion
©
Peter
F.
E.
Sloane
Centre for vocational
education and training
Background
InformaPon
on
the
German
Discussion
1994
UNESCO's Salamanca Declaration (1994, 15) addresses
the overall living situation of the disabled
Recommandation of the Standing Conference of the Län-
der Ministers of Education to „Special Needs Education“
in all schools
2006 Adoption of the UN Disability Rights Convention
2009
Ratification of the UN Disability Rights Convention in
Germany
2010
Position paper of the Standing Conference of the Länder
Ministers of Education to the implementation oft he UN-
Declaration
2011
Resolution of the German UNESCO-Commision – „To
Foster Inclusive Education in Germany“
Decision of the Standing Conference of the Länder Min-
isters of Education „Inclusive Education for Children
with Special Needs

10.
Equity
–
Equlity
-­‐
Inclusion
©
Peter
F.
E.
Sloane
Centre for vocational
education and training
DisabiliPes
…
hearing
impairment
visual
impairment
physical
disability.
mental
disability
Hearing
and
communica7on
Seeing
physical
and
motoric
development
Mental
development
LES
Learning
Language
Emo7onal
and
social
development
auPsm

11.
Equity
–
Equlity
-­‐
Inclusion
©
Peter
F.
E.
Sloane
Centre for vocational
education and training
Example:
Legal
Requirement
for
Inclusion
• ImplementaPon
of
classes
for
Children
with
Special
Needs
• Special
Needs
EducaPon
as
general
principle
• Shared
learning
in
classes
and/or
in
learning
groups
• LES
in
all
VocaPonal
Colleges

12.
Equity
–
Equlity
-­‐
Inclusion
©
Peter
F.
E.
Sloane
Centre for vocational
education and training
Development
of
Competence
Centres
for
Inclusion
• RegionalisaPon
and
networking
• IndividualisaPon
è Outcome
orienta7on
è Profile
forma7on
and
special
funding

13.
Equity
–
Equlity
-­‐
Inclusion
©
Peter
F.
E.
Sloane
Centre for vocational
education and training
What
has
to
be
solved
….
• Co-­‐ordinaPon
– Networking,
municipal
educaPonal
management
– Internal
processes
in
school
• EducaPonal
Management
– Course
Development
– MulP-­‐professional
Teams
– Workload
of
teachers
and
teams
• Support
framework
– Shared
Learning
– Counseling
– ...
• School
development
and
personal
development

14.
Equity
–
Equlity
-­‐
Inclusion
©
Peter
F.
E.
Sloane
Centre for vocational
education and training
Costs
• (higher)
cost
for
the
regular
programme
(daily
‚inclusion-­‐work‘)
• Costs
for
the
development:
ConcepPon,
ImplementaPon,
EvaluaPon
(and
Revision)