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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
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
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.
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
Social Problems Aggressive Behaviour
Problems in CommunicaPon DisconPnuity
Fear for failures Missing self-‐efficacy
a. s. o.
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
ècriPcal response: Who wants to do that in vocaPonal schools? Who is able to do it?
Equity – Equlity -‐ Inclusion © Peter F. E. Sloane Centre for vocational education and training
ImplementaPon
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Equity – Equlity -‐ Inclusion © Peter F. E. Sloane Centre for vocational education and training
ImplementaPon
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Thank yo
u
Equity – Equlity -‐ Inclusion © Peter F. E. Sloane Centre for vocational education and training
Back up
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
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
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
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
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
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)
