Partnerships: Key Factor in Inclusive Education Experiences from the ISSA Network Exploring Collaboration in Inclusive Education UNICEF Meeting Geneva, 11-12 May 2010 Focus of Presentation Experiences and lessons learnt by the ISSA network in promoting inclusive education in CEE/CIS through a partnership approach. Based on ISSA’s Belief: Inclusive education is a process intended to respond to students’ diversity by increasing their participation and reducing exclusion within and from education, especially those, who are excluded or at risk to be marginalized. Real inclusion implies learning at the highest level and developing the potential of each child. Overview of Presentation • Information on ISSA as professional umbrella focusing on capacity building among members and empowering civil society • ISSA Quality Principles – a tool for defining quality inclusive pedagogy • Experiences of partnerships at different levels in promoting inclusive education • Lessons learnt Overview of ISSA With members in 28 countries of CEE/CIS, the International Step by Step Association (ISSA) is an international professional association promoting inclusive high quality education for all children from the early years, through: - support to educators and organizations educational resources opportunities for professional development family and community involvement in education advocating for increased access, quality and investment in early childhood development Brief History of ISSA • Established in 1999 in The Netherlands • After 10 years, with 29 core members, it continues to build upon OSI’s investment in and success of the Step by Step Program and the network resulting from it in CEE/CIS • ISSA has grown to become the preeminent ECD network in CEE/CIS and one of the most respected regional ECD networks internationally. What ISSA Addresses in the CEE/CIS Region • Limited understanding among policy makers and general public about importance of the early years. • Not enough funds invested in ECD; existing funds not targeted to disadvantaged children (bias and inequalities in access) • Lack of needs-driven flexible solutions and ECD provisions • Quality of ECD experiences and education and the professional development of the workforce remain critical issues. • The civil society: knowledge, skills and dispositions for active citizenship still evolving ISSA’s Mission To support professional communities and develop a strong civil society that influences and assists decision makers to: • provide high quality care and educational services for all children form birth through primary school, with a focus on poorest and most disadvantaged • support greater inclusion of family and community participation in children’s development and learning • ensure social inclusion and respect for diversity. ISSA’s Vision With support from family and community, every child reaches his or her full potential and develops the skills necessary for being a successful and active member of a democratic knowledge society. Long Term Impact for ECD Changes in practice Development of human capital Strengthening civil society Influencing policies Services to Members ISSA provides members with a: • Means to deliver new high quality early childhood content • Structure to develop ECD projects and partnerships Strategic Goals 2010-2012 • Promote access and equity of care and education for young children in the region • Promote high quality and professionalism in providing care and education for young children • Promote civil society participation, community-based ECD and parental education • Enhance the capacity of the ISSA network to deliver its strategy ISSA’s Operational Mechanisms • Community Building: promote values and link membership into strong community • Capacity Building: develop resources and strengthen professionalism in education • Amplifier: advocacy; public information and education • Convener: network representation and partnership building ISSA Definition of Quality • The ISSA Standards - a set of principles for quality pedagogy developed by professionals from the region with input from key experts from around the world; introduced and used in the region since 2001 • Promote learner-centred, developmentally appropriate interactive methodology with special emphasis on early years, supporting professionals and closely engaging families and communities as partners • Are supported by instruments and system for selfassessment, ongoing mentoring and certification with an international system of reliability • Revised and updated in 2008-2009; re-published as Principles: Competent Teachers of the 21st Century: ISSA’s Definition of Quality Pedagogy (2009) www.issa.nl/resources.html Seven Focus Areas ISSA’s Understanding of Inclusive Education From focus on those who are excluded or at risk to be marginalized (children with disabilities, ethnic or linguistic minority) to focus on the transformation of education systems and schools so that they can cater to the diversity of students` learning needs. Access without quality is of little meaning ISSA`s Understanding of Inclusive Education In other words “it is not the students enrolled in school that must adapt to the existing educational provision, but rather the school that should be adapted to the needs of every student, since all students are different”. Reaching out to children to provide quality education Programs of ISSA and its members target: • Children with disabilities (physical, mental – according to official diagnosis in the countries) • Children from ethnic, linguistic minorities (Roma and other minorities) • Children living in poverty Levels of Partnership International Regional National Levels of Partnership International level • Linking with other networks/partners and international developments and trends • Partnership with OSI: general support to ISSA, grants to members for projects, facilitation of trainings and development of resources • Cooperation with Council for Exceptional Children/USA: the mentoring and resources provided to members, partnership to organize the 2010 Riga Conference Embracing Inclusive Approaches for Children and Youth with Special Education Needs Levels of Partnership Regional level - ISSA Network as learning community - Professional development (mentoring, training) - Special Interest Groups (development of ISSA Standards, Education for Social Justice materials) - Sharing experience and resources (publications, research, trainers, study trips) - Advocating (roundtables, conferences) Levels of Partnership National level Parents` Organizations Teacher Training Institutes Schools ISSA members Local authorities National NGOs Ministries What we want to change •Practice – trainings for teachers, schools administrators, parents, special educators, developing and publishing materials •Attitudes – campaigns, working with massmedia •Knowledge – research, publications •Policy/legislation – working groups, training for Ministries and local authorities, developing national plans, strengthening coalitions Partnership: Example from Bulgaria What Quality education for Roma children in 10 preschools and 20 schools in 10 municipalities Who Step by Step Program Foundation (Bulgaria) National Institute for Curriculum Development (Holland) Center Education 2000+ (Romania) How Training for teachers Development of materials for parents Networking: sharing of good practice Partnership: Example from Ukraine What Ratification of the Convention on the Rights of Persons with Disabilities (CRPD) – December 16, 2009 Who National Assembly of Persons with Disabilities Ukrainian Step by Step Foundation Ministry of Education, Labor and Social Policy Verhovna Rada – Working Committees How Consultations to Ministries Public hearings Publications in mass-media Lessons Learnt At the Level of Classroom and School: 1. Cooperation between special and general schools is valuable for both sides. Special schools have specialists who can assist inclusion of children with special needs in mainstream schools. 2. Friendly and supportive environment for all children within classrooms and schools 3. Importance of professional development opportunities for teachers. 4. Teachers get support through working together with other teachers, professionals and families 5. Support from school administrators and local authorities Lessons Learnt At National and Regional Level: • Build broad approach to inclusive education, shared by all stakeholders - coupled with support for work with children from specific groups • Role of networks as possibility to share good practice and discuss challenges – at all levels (local, national, regional, international) • Close partnership with Parents` Organizations – “Do nothing for us without us” • Key role of government – need to strengthen their capacity to promote inclusive education in close partnership with civil society and private sector Lessons Learnt At National and Regional Level (continued): • Inter-sectoral approach – involvement of educational, social, health care, financial sectors and policies • Special schools as source of expertise for inclusion of children with special needs – re-allocation of resources • Strengthen links between schools and society to enable families and communities to participate in and contribute to the educational process • Adopt broad approach to inclusive education Lessons Learnt At international level: • • • • Resources – joint development, sharing Advocacy – join voices - key messages Networking – communities of learning Partnerships – coordination and collaboration Importance of sharing and celebrating successes at all levels! Liana Ghent, Executive Director ISSA [email protected] Natalia Sofiy, Executive Director USSF [email protected] www.issa.nl
© Copyright 2024 Paperzz