ResourcesROSA Publications
Developing Rights-Based Education SWAps in South Asia: From Evidence to Action _______________________________________ Four new research studies! A series of four new educational studies entitled, Inclusion: Gender and Equity in Education SWAps, explores how SWAps (Sector Wide Approaches) are conceptualizing and addressing issues of social exclusion, gender and equity in education in South Asia. It shows that both gender and social inclusion issues in education are important as they have a national dimension, in terms of underutilized potential for the state.
The Bangladesh case study, in the series of four new studies -Inclusion: Gender and Equity in Education SWAps, highlights the progress that Bangladesh has made in improving access and gender parity in schooling. It also shows that there are children excluded from access to education and the need for more equitable treatment in schools and in the curriculum throughout the country. _______________________________________
Among other issues, the Nepal case study, in the series of four new studies -Inclusion: Gender and Equity in Education SWAps, shows that many gender and social inclusion indicators in terms of participation and achievement are improving. However, girls and members of minority groups are losing out in education, either by staying in school for fewer years than boys, or many not being allowed to attend school at all. _______________________________________
The Sri Lanka study, in the series of four new studies -Inclusion: Gender and Equity in Education SWAps, addresses aspects of equality and social inclusion in education. Sri Lanka has adopted a sector-wide approach called the Education Sector Development Framework and Programme ( ESDFP) for the development of Education on a thematic framework. It comprises of four themes, including the promotion of equitable access to basic and secondary education, improvement in quality of education, enhancement of economic efficiency and equity in resource allocation, and strengthening education governance and service delivery. And while gender equality in access to education in Sri Lanka has been achieved, the country case study shows that there is still need for equity and equality for girls and other groups. _______________________________________
This new research explores how SWAps ( Sector Wide Approaches) are conceptualizing and addressing issues of social exclusion, gender and equity in education in South Asia. It shows that both gender and social inclusion issues in education are important as they have a national dimension, in terms of underutilized potential for the state. The Synthesis Report summarizes the trends and issues from the three country case studies and also identifies gaps in our understanding of gender and equity issues of disadvantaged groups in education programmes in South Asia It shows that more work needs to be done to reduce inequality through strategies and processes in Education SWAps in South Asia. _______________________________________
Social and Gender Disparity in Education Sector-Wide and Programme-Based Approaches: Outcomes of the Regional Meeting for UNICEF South Asia, 20–21 February 2006, Kathmandu, Nepal _______________________________________ Education in Emergencies: A Resource Tool Kit, 2006 This manual provides step by step recommendations and tools for preparing for and responding to emergencies. Coupled with the accompanying CD and workshop materials, it will assist country offices in their ongoing efforts to improve their peparedness planning in collaboration with partners in the education sector. _______________________________________
2005 and Beyond: Accelerating Girls’ Education in South Asia- Report of a Meeting, 2005 _______________________________________
Children with Disabilities: Towards Inclusive Education in South Asia - Consolidated Report, 2005 This report has been prepared based on the information provided in the country reports. An attempt is made to analyse the status of special and inclusive education in South Asian countries in terms of social realities of disabilities, national legislation and policies related to meeting the educational needs of children with disabilities, and educational practices for disabled children over the years. The synthesis of the country examples includes the mechanisms and strategies that have been critical to the successful implementation of inclusive education initiatives. _______________________________________
Examples of Inclusive Education: Bangladesh, 2003 Several initiatives by governments, NGOs, international organizations and charity organizations address the special education needs of children with disabilities. In Bangladesh, some have demonstrated successful models of special and inclusive education. This study attempts to review and analyse some successful initiatives that address the education of children with disabilities in an inclusive setting. _______________________________________
Examples of Inclusive Education: India, 2003 This study analyses the global polices in education of children with disabilities and how India’s policies and programme align with them. Good practices are documented for inclusive schooling, community-based programmes that promote inclusion, and teacher development initiatives that assist primary school teachers in the classroom to identify, assess and support the needs of children with disabilities. Early childhood development interventions focusing on early detection and prevention of disabilities and preparation of children to enter mainstream schools have also been examined. _______________________________________
Examples of Inclusive Education: Nepal, 2003 This study attempts to give an overview of the current status of education for children with disabilities in Nepal in terms of magnitude, policies, resources and practices; and assembles a series of good practice models of special needs and inclusive education initiatives. _______________________________________
Examples of Inclusive Education: Pakistan, 2003 This study focuses on policies and practices in education for children with disabilities in Pakistan. The work also documents initiatives that are practicing inclusive education in Pakistan. _______________________________________
Examples of Inclusive Education: Sri Lanka, 2003 This study attempts to review the current status of education for children with disabilities in Sri Lanka in terms of magnitude, policies, resources and practices; and assembles a series of good practice models of special needs and inclusive education initiatives. _______________________________________
Happy Learning: a Guide to Best Practices for Achieving the Potential of Children, 2003 This booklet assumes that children are natural learners who want to achieve. Outlined in its pages are the basics for quality primary education as well as guidelines, principles and activities that have been proven over a number of years.
Links
UNICEF - Girls' Education
UNESCO Education for All
INEE - Interagency Network for Education in Emergencies
The United Nations Girls' Education Initiative (UNGEI)
Link to UNGEI Resources - South Asia
Additional Resources List
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