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Seminario: AIFO, EducAid e DPI Italia Universita di Bologna 12-13 Ottobre 2007 Educazione Inclusiva e Cooperazione allo Sviluppo La Convenzione sui Diritti.

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Presentation on theme: "Seminario: AIFO, EducAid e DPI Italia Universita di Bologna 12-13 Ottobre 2007 Educazione Inclusiva e Cooperazione allo Sviluppo La Convenzione sui Diritti."— Presentation transcript:

1 Seminario: AIFO, EducAid e DPI Italia Universita di Bologna Ottobre 2007 Educazione Inclusiva e Cooperazione allo Sviluppo La Convenzione sui Diritti delle Persone con Disabilita Tavolo Rotonda : Diritto all’Educazione – Vari Approci - UNICEF - David Parker, PhD Deputy Director UNICEF IRC

2 2  Secretariat bodies  UN-DESA  Office of the High Commissioner for Human Rights  Specialised Agencies  UNESCO, WHO, FAO, …  Funds and Programmes  UNICEF, UNDP, UNFPA, UNIFEM, WFP, UNHCR, …  Financial Institutions  World Bank, IMF  Regional development banks UN Context – Addressing Disability

3 3  UN agency with mandate for holistic support to child survival, development, protection, participation (0-18 yrs)  1946: emergency relief. 1953: development mandate  Currently ca. 200 offices in 100+ programme countries  Advocacy & fundraising in donor countries (UNICEF Italia)  Innocenti Research Centre established in 1988 with Govt of Italy support, in Florence  Research on cross-cutting and emerging issues  CEE/CIS regional study 2004  “Promoting the Rights of Children with Disabilities” – Oct 2007 UNICEF Background

4 4  Country programmes vary in the nature and extent of their cooperation in the disability area  Government/counterpart interest  Programming opportunities  Record of previous cooperation  Wide range of counterparts  National government – ministry or agency  Sub-national level  National DPO  Implementing partners – NGOs, others  Any/all counterparts within mainstreaming framework  Global level  Longstanding engagement, focal point approach  Current locus: Child Protection  Internal programming guidelines, April 2007  Regional level support - advisory Disability in UNICEF cooperation

5 5  Sectoral approaches – response, support, prevention  Education  Health and nutrition  Child Protection  Policy support and legislative reform  Disability and human development  CRC mandate, child rights promotion  Disability & the MDGs  CRPD preparation  Social policy & welfare  Advocacy and partnerships  Alliances with NGOs  Events – e.g. Special Olympics, Shanghai Cooperation Strategies

6 6  Disaggregated data by disability – enrolment, attendance, completion, attainment  Advocacy for child-friendly, rights-based schools framework  Emphasis on inclusive ECD services and schools at high quality  Including attention to identification of developmental delays and early intervention  Promoting inclusive early learning in all environments  Promoting inclusion within national education plans, EFA and other key policies  Support to efforts for accessibility  Awareness raising of parents and communities  Capacity building of teachers & community workers  Flexible and appropriate curricula, teaching methods and learning materials  Improvements in the school environment  Involvement of CWD in developing and monitoring inclusive strategies  Mobilising and strengthening communities and schools around inclusion  Expanding life skills education for adolescents and young adults Programming elements (range)

7 7  Integration  Inclusive approach  Part of education system reform, beginning in 1998  Components:  Awareness raising on the right of children with disabilities to education  Training of parents, teachers and community leaders in needs assessment and planning  Training of teachers in new learning strategies and flexible curricula  Life skills and vocational training  Progress: 346 schools by 2002, >1000 schools nationwide in 2006  Challenges:  Tracking and monitoring systems  General teacher training in teaching techniques and strategies  Further improving school accessibility  Mainstreaming and “upstreaming” inclusive approaches Child-Friendly Schools in Thailand

8 8  Parental involvement – overcoming stigma & exclusion  Reducing institutional care  Supporting community approaches  Links to social protection and social security  Establishing priority among education decision makers  Focus on attitudes re children with severe/complex disabilities  Appropriate training for teachers, at all levels  Addressing the concerns/interests from special schools  Targeted funding for inclusive approaches Key Supporting components for I.I. within national action

9 9  Opportunities  Critical for children’s social and psych stability  Involvement of families (parents often not working)  Special schools might not exist  Respite for parents  Schools as safe spaces; protection from abuse and risks  Importance of sport and play  Challenges  Accessibility  Teacher availability and training  Financial sustainability  Monitoring Inclusive Education in Emergencies

10 10  Disability and multiple disadvantage  Age, agency and evolving capacities  Making the conventions actionable, and stimuli for action  Anti-labelling: the scope for “casual integration”  Inclusion in middle income countries: which direction?  Understanding “what works”, long-term outcomes and the costs of achieving them  Evaluation mainstreamed, inclusive environment  Overcoming resource shortages to address disability  Building on the momentum of the present moment Issues for reflection and research

11 Grazie – Thanks

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