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Education for all means access for all


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Refugee, education for all, efa, disabilities, UNICEF, UNESCO

Published in: Education
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Education for all means access for all

  1. 1. + „Education for All‟ means Access for all Tara W. Ross, PhD
  2. 2. +  650 million people worldwide have a disability  by 2025, it will be 900 million people worldwide with a disability.  Educating those with disabilities is critical to the progress of developing nations. Education for All    Currently 98% of those with disabilities in developing nations do not have access to education Education for those with disabilities is investment in poverty reduction UNESCO developed Education for All (EFA) in 1990 to establish goals for universal education for children by 2015.
  3. 3. + Education for All Education for All policy signed by 155 nations and 150 donors/NGOs. According to World Declaration on Education for All: 5. The learning needs of the disabled demand special attention. Steps need to be taken to provide equal access to education to every category of disabled persons as an integral part of the education system. (UNESCO, 1990, para 29) United Nations subsequently developed Millennium Development Goals (MDGs) in 2001, with the second goal to achieve universal primary education by 2015.
  4. 4. + Fast Track Initiative  To boost goal achievement of EFA and MDGs, the Fast Track Initiative (FTI) was created by UNESCO in 2002   Designed to aid countries that were not on track to achieve goals EFA-FTI partners countries in need with specific donors to help them develop capacity
  5. 5. + Fast Track Initiative Countries seeking support from EFA-FTI must submit educational plan Plan must address HIV/AIDS, gender equality, and “other key issues” (EFA-FTI, n.d., para. 5) Disability activists concerned that policy language in EFA-FTI is not descriptive enough to ensure education for children with disabilities No further mention of educational opportunities for children with disabilities beyond vague description.
  6. 6. + Vague EFA-FTI Policy on Educating Children with Disabilities  Gains toward 2015 goals cannot be made unless greater specificity is included in policy.  Schools need to identify how they will meet the needs of children with disabilities rather than how children of disabilities will meet the needs of the school  Current policy has not resulted in inclusive education as a global fundamental achievement. (Peters, 2007) (
  7. 7. + A Policy Shift  A needed policy shift to make the EFA-FTI language more descriptive will help develop inclusive education.  Caution against too many goals made against urgent needs globally, as this sets up policy for failure.  Hughes and Hooper (2000) recommended that the focus be on inclusive education, as that can serve as the impetus to prepare schools to reach out to children with disabilities.
  8. 8. + EFA-FTI and Inclusive Education Graham (2010) noted the practicality of inclusive education. Attaining Creating a twoEducation for All track system Education for all is better for all is impossible that separates without children with children. It is including disabilities is not pedagogically sound. children with financially disabilities. tenable.
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  10. 10. + EFA-FTI and Inclusive Education  Developing a Strategy for Inclusive Education  Ministries of Education set up special needs unit (SNE)  Teacher training to make educators effective practitioners  Learning materials that are inclusive of all learners  Access to buildings for those with disabilities  Data gathered and analyzed on those with special needs  Capacity building required at all levels (with aid from donors)  Involvement of parents and community in disability awareness (Graham, 2010)
  11. 11. + EFA-FTI Policy Recommendations
  12. 12. + EFA-FTI Policy Recommendations  Institutions and Educational Ministries receiving aid from donors must then demonstrate compliance  Compliance should align with their society‟s goals and practices  Compliance should meet the policy requirements of EFA and MDGs (Peters, 2007)
  13. 13. + EFA-FTI Policy Recommendations  EFA-FTI policy should change to require greater compliance  Policy should    Be an effective framework for inclusive education Not be lenient with countries making exceptions Challenge all national educational policies that attempt to exclude those with disabilities.
  14. 14. + EFA-FTI Policy Recommendations  A new, effective policy on Inclusive Education should be disseminated to all signatory nations of World Declaration of Education for all and the Millennium Development Goals  According to Hughes and Hooper (2000), publishing such a policy can serve as an opportunity to educate those involved with its purpose. Outcomes
  15. 15. + References  Education for All – Fast Track Initiative. (n.d.). A global partnership to achieve education for all. Retrieved from  Education for All – Fast Track Initiative. (n.d.) Fact sheet. What is the endorsement process? Retrieved from  Graham, N. (2010). Why does Education for All have to be inclusive education? Education for All Fast Track Initiative (EFA FTI) and children with disabilities. Retrieved from  Hughes, L.W. and Hooper, D. W. (2000). Public relations for school leaders. Needham Heights, MA: Allyn and Bacon.  Peters, S. (2007). Education for all? Journal of Disability Policy Studies, 18(2), 98-108.  UNESCO. (1990). World declaration on education for all. Retrieved from  UNESCO. (2000). World education forum final report: Part II. Improving the quality and equity of education for all.  UNESCO. (2009, April-June). Inclusion of children with disabilities: The early childhood imperative. Retrieved from  United Nations. (n.d.). Goal 2: Achieve universal primary education. Retrieved from  United Nations. (2001). United Nations millennium declaration. Retrieved from