TWGDC - Task Force Reports - Draft Plans of Action

Minutes of the second meeting of the Task Force
on Education for All (TF EFA)
Thematic Working Group on disability-related Concerns (TWGDC)

Date: Sunday 9 December 2001, 10:00 - 13:00 hrs

Place: Horizon Hotel, Hanoi

The meeting was attended by twenty-two participants, five from governmental agencies, fifteen from non-governmental agencies (NGOs) and two from United Nations agencies. The meeting was chaired by Mr Bill Brohier, (ICEVI) and co-chaired by Ms Penny Price (ESCAP). Two apologies were received, one from Ms Yuka Takahashi, (UNESCO), co-coordinator of the TF EFA.

The meeting was opened with greetings and self-introduction of the participants. Only thirteen of the participants had attended the first meeting of the TF EFA in Bangkok, 10 May 2001.

A report of the activities of the Task Force since the first meeting was presented. (See Attachment). Strong intervention had been made by the TWGDC and members of the Task Force on Education of all children and youth with disabilities, to the Director of the UNESCO Office in Bangkok, Principal Regional Office for Asia and the Pacific, advocating for the specific inclusion of children with disabilities in the Education for All (EFA) initiatives of UNESCO in the Asia-Pacific region and world wide, as a basic human right which lies at the heart of development. Attendance by many members of the task force at the UNESCO Regional Seminar on Building Capacity of NGOs in Implementing the Dakar Framework of Action on Education for All in Asia, held in Bangkok, 9 to 11 July 2001, and at the Annual Meeting Collective Consultation of NGOs on Education for All, held in Bangkok, 12-14 July 2001, reinforced this message. It is hoped that these actions may have contributed to the recent decision by UNESCO to form a "flagship" programme on education for all and disabilities. With this action the issue of EFA and disability joins other "flagship" initiatives established by UNESCO, including those of the girl child, HIV/AIDS, teacher training, early child care and development, and effective school health.

Matters raised for discussion:

Intervention to national coordinators of EFA in the Asian Pacific Region.

A draft letter on behalf of the Task Force on EFA had been prepared by UNESCO, addressed to the national coordinators of EFA in the Asian and Pacific region, emphasizing the need to promote education for children with disabilities within the framework of inclusive education as part of the EFA movement.

Extensive discussion resulted in agreement in principle for this proposed action, with strong recommendation that the letter be re-drafted with specific and explicit reference made to the educational needs of children with disabilities.

UNESCO "flagship programme on education for all and disabilities".

Discussion resulted in the recommendation that clarification be sought from UNESCO on the conceptualization and implications for action of the "flagship" programme.

Country and agency reports and significant issues raised

Australia/Bangladesh
A cooperative venture between Bangladeshi Protibondhi Foundation (BPF) and Job Placement Limited, Australia, has resulted in education being provided for 55 children in rural Bangladesh, in community-based non-formal schools. Integration into three schools was sponsored initially and this has been extended to three more schools, demonstrating the effectiveness of small scale international collaboration and cooperation, stimulated by relationships developed within the Thematic Working Group on Disability-related Concerns (TWGDC).

CDD reported that there are about 1.6 million disabled children in Bangladesh not receiving any education. Only 1% of disabled children have access to education. There is a need for systematic initiatives to prepare teachers, schools and students for the inclusion/participation of children with disabilities in education. CDD also reported that the National Forum of Organizations Working with the Disabled (NFOWD) in Bangladesh had undertaken steps by forming a thematic working group on 'Inclusion pf PWDs into Education'. NFOWD in partnership with its member organizations ahd organized 9 workshops jointly with Bangladesh Government and NGOs. In addition it was reported that UNESCO had organized a 3 day workshop on education for children with disabilities. British Council had conducted training of trainers on education, and the Dhaka University has introduced a Department of Special Education. There ahd also been a joint programme by the NGO Coalition on EFA and NFOWD.

Cambodia
There is currently no educational access for children with disabilities in Cambodia. A special education project for the integration of children with disabilities into primary and secondary schools is in preparation, as is a Bureau for Children with Disabilities.

India
Of more than 1 million children with disabilities only 10 - 12% receive some form of education in different types of schools. Increasingly the role of providing education is given to NGOs because they are more cost effective and efficient. Eight hundred NGOs are supported for running special schools, vocational training centres and early intervention centres for children with disabilities. There is also a central Government scheme called Integrated Education for Disabled Children (IEDC) for integrating disabled children in regular schools and 20,000 children have been integrated. The focus is on developing disabled-friendly schools. Parents of disabled children are also being encouraged to run educational and vocational organizations.

In 1995 the Persons with Disabilities Act was passed. This Act mandates the education of all children with disabilities till the age of 18 years. In 1999 the National Trust Act for persons with autism, cerebral palsy, mental retardation and multiple disabilities was passed, to focus on the development of these groups.

Japan
Duskin Leadership Training, sponsored by JICA, is available for 10 participants for a 10 month period. This opportunity is available to youth under the age of 30 years.

ICT Task Force. Through international cooperation and the support of JICA the Task Force on ICT is investigating ways to include persons with disabilities in ICT education.

Malaysia
The Ministry of Education has responsibility for Special Education. Inclusive education is not found in Malaysia. Disabled children receive education through a non-formal system of schools run by CBR programmes. There are 167 programmes catering for 3,500 children, and this system is expanding under the national Council of CBR.

Philippines
KAMPI has been involved in the development of CBR Centres, which accept disabled children from 0 to 15 years of age, provide comprehensive therapy and self-development, promote family strengthening and which have promoted the development in partnership with government. Early intervention and preparation for school has been provided to more than 1000 children in 65 CBR Centres, 27 now run by local government. The Ministry of Education has introduced a training module for teachers to prepare them for teaching children with diverse needs. The cooperative model, engaging government in the development process, lays the foundation for sustainable change and increased government commitment to the education of children with disabilities.

Thailand
In 1998 the Comprehensive Education act of Thailand was passed. Disabled advocates have continued to push for children with disabilities to be included in the Education Act, mandating equal opportunity and access to assistive devices and technology and are still waiting for ministerial recognition. The Prime Minister receives advice from disabled advisers, and support service centres are to be set up in all 76 provinces. It is hoped that in 2002 Individualised Education Plans (IEPs) will facilitate disabled student access in schools. The role of persons with disabilities is increasingly accepted in the formulation of government policy. Funds are sourced from the lottery to promote legislation for the Education Fund for Children with Disabilities.

Additional issues raised:

• A range of educational options must be made available, formal and non-formal, inclusive and separate.
• Teacher training is critically important and must be expanded to cope with diversity.
• Changed environment is needed in terms of attitudes and the school system.
• Systematic initiatives are needed to prepare teachers, schools, students and the community.
• The two key issues are: 1. Access 2. Quality

Thematic Working Group on Disability-related Concerns (TWGDC)
Task Force on Education of all children and youth with disabilities.
Report of Task Force to TWGDC, Horison Hotel, Hanoi,
10:00 - 16:00, 10 December 2001.

1. Strong intervention was made by the TWGDC and members of the Task Force on Education of all children and youth with disabilities, to the Director of the UNESCO Office in Bangkok, Principal Regional Office for Asia and the Pacific, advocating for the specific inclusion of children with disabilities in the Education for All (EFA) initiatives of UNESCO in the Asia-Pacific region and world wide, as a basic human right which lies at the heart of development.

2. Many members of the task force attended the UNESCO Regional Seminar on Building Capacity of NGOs in Implementing the Dakar Framework of Action on Education for All in Asia, held in Bangkok, 9 to 11 July 2001, and the Annual Meeting Collective Consultation of NGOs on Education for All, held in Bangkok, 12-14 July 2001. Further intervention advocating for the inclusion of children with disabilities was made, with requests for amendment to draft reports to reflect this issue.

3. A draft resolution was proposed at the fifty-sixth session, third committee of the General Assembly of the United Nations, 10 October 2001, to proclaim the ten-year period beginning on 1 January 2002 the United Nations Literacy Decade.

4. A recent decision was made by UNESCO to form a "flagship" programme on education for all and disabilities. With this action the issue of EFA and disability joins other "flagship" initiatives established by UNESCO, including those of the girl child, HIV/AIDS, teacher training, early child care and development, and effective school health. The Task Force received a briefing from UNESCO on this issue at the Task Force meeting held on 9 December in Hanoi.

5. A draft letter on behalf of the Task Force on EFA has been prepared by UNESCO, addressed to the national coordinators of EFA in the region, emphasizing the need to promote education for children with disabilities within the framework of inclusive education as part of the EFA movement. This letter was endorsed by the Task Force on EFA at its meeting in Hanoi on 9 December 2001, and will be presented for endorsement to the third session of the TWGDC under Agenda item 10, on 10 December 2001.