文档介绍：EDUCATION FOR ALL AND CHILDREN WHO ARE EXCLUDED
EFA 2000 Thematic Paper
(third draft)
AK Bernard
January, 2000
Table of Contents
(file excu-1)
Section I INTRODUCTION 1
Section II PATTERNS OF EXCLUSION: CAUSES AND CONDITIONS 5
1. Education Systems and Schools 5 1a Schools 6
1b Education Bureaucracy 10
1c National Policy 13
2. Socio-Economic and Political Conditions 16
2a Who are Excluded 18
2b Where are They 22
2c What are They Doing 27
Summary 28
(file exclu-2)
Section III PRACTICE AND PROGRESS SINCE JOMTIEN 30
Introduction 30
1 Expanded Participation in a Holistic Framework 34
1-a Expanded Participation 35
Family 35
Community 37
1-b Holistic & Synergistic Action 39
Local Level 39
With Schools 40
With Education Systems 45
With Out-of-School Learners 46
2 Enabling Processes 47
Engaging with Teachers 47
3 Local Relevance 50
Decentralization 50
4 Protecting the Most Vulnerable 52
4-a Girls 53
4-b Working Children/Child Labour 54
4-c Children in War 58
4-d Indigenous Children 61
4-e Children with Disabilities 62
4-f Children with HIV/AIDS 63
Section IV MOVING FORWARD: Debates, Challenges, Lessons 65 65
67
from Good Practice 69
BIBLIOGRAPHY
I INTRODUCTION
Each child counts. The Convention on the Rights of the Child (CRC) affirms the right of all children to relevant and good quality education. It confirms the belief of many cultures that there is a social contract and mitment on the part of States to ensure the equity and well-being of all citizens. It brings the moral weight of an international instrument to propel a major shift in perspective for States and donors as they implement action to achieve Education For All (EFA).
The CRC reconfirms the EFA imperative of an "expanded vision" of education: that all children have the right to learn at all stages of their development, and to do so in ways which are appropriate and easily accessible. It reconfirms that this learning must be s