Embracing Diversity and Inclusion in Indonesian Schools: Challenges and Policy Options for the Future of Inclusive Education
Today, children with disabilities continue to be one of the most disadvantaged social groups and experience barriers to access and full participation in education in Indonesia. This policy note reviews the current status of Inclusive Education (IE) in Indonesia with dedicated attention to children w...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Washington, D.C
The World Bank
2021
|
| Schriftenreihe: | Other Education Study
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Today, children with disabilities continue to be one of the most disadvantaged social groups and experience barriers to access and full participation in education in Indonesia. This policy note reviews the current status of Inclusive Education (IE) in Indonesia with dedicated attention to children with disabilities, focusing on school facilities and environment, teacher competency, and governance and service delivery. This study used focus group discussions to understand stakeholder perspectives in the implementation of IE, in addition to an extensive review of policy frameworks and IE practices in Indonesia and international good practices. This policy note finds that while the government has made progress on establishing policy framework for IE, the implementation of IE faces significant challenges. IE has not been fully mainstreamed into the education system due to limited legal and financial responsibilities and coordination at national, local and school levels. There is a strong need for improved accessibility and quality of inclusive schools, teacher and staff training, and increased administrative capacity. Limited cross-sectoral collaboration can prevent children with disabilities from appropriate learning and smooth school transitions, but this issue could have been exacerbated during the COVID-19 (coronavirus). This policy note provides policy recommendations in three strategic areas including access and equity of IE, quality of teaching and learning, and improved governance and ecosystem of service delivery. It is indispensable to ensure equitable access to inclusive schools in every sub-district/city in every education level. Teacher training and support mechanisms in IE is needed for all teachers, thus providing an opportunity to understand what inclusion is. Improved coordination, budget allocation, capacity building should happen across different levels of administration, providing better opportunities for children with disabilities |
| Beschreibung: | 1 Online-Ressource |
| DOI: | 10.1596/36533 |
Internformat
MARC
| LEADER | 00000nmm a22000001c 4500 | ||
|---|---|---|---|
| 001 | BV049081082 | ||
| 003 | DE-604 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 230731s2021 xxu|||| o||u| ||||||eng d | ||
| 024 | 7 | |a 10.1596/36533 |2 doi | |
| 035 | |a (ZDB-1-WBA)071023879 | ||
| 035 | |a (OCoLC)1392150197 | ||
| 035 | |a (DE-599)KEP071023879 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 044 | |a xxu |c XD-US | ||
| 049 | |a DE-12 |a DE-521 |a DE-573 |a DE-523 |a DE-Re13 |a DE-19 |a DE-355 |a DE-703 |a DE-91 |a DE-706 |a DE-29 |a DE-M347 |a DE-473 |a DE-824 |a DE-20 |a DE-739 |a DE-1043 |a DE-863 |a DE-862 | ||
| 100 | 1 | |a Hata, Anna |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Embracing Diversity and Inclusion in Indonesian Schools |b Challenges and Policy Options for the Future of Inclusive Education |c Anna Hata |
| 264 | 1 | |a Washington, D.C |b The World Bank |c 2021 | |
| 300 | |a 1 Online-Ressource | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 490 | 0 | |a Other Education Study | |
| 520 | 3 | |a Today, children with disabilities continue to be one of the most disadvantaged social groups and experience barriers to access and full participation in education in Indonesia. This policy note reviews the current status of Inclusive Education (IE) in Indonesia with dedicated attention to children with disabilities, focusing on school facilities and environment, teacher competency, and governance and service delivery. This study used focus group discussions to understand stakeholder perspectives in the implementation of IE, in addition to an extensive review of policy frameworks and IE practices in Indonesia and international good practices. This policy note finds that while the government has made progress on establishing policy framework for IE, the implementation of IE faces significant challenges. IE has not been fully mainstreamed into the education system due to limited legal and financial responsibilities and coordination at national, local and school levels. There is a strong need for improved accessibility and quality of inclusive schools, teacher and staff training, and increased administrative capacity. Limited cross-sectoral collaboration can prevent children with disabilities from appropriate learning and smooth school transitions, but this issue could have been exacerbated during the COVID-19 (coronavirus). This policy note provides policy recommendations in three strategic areas including access and equity of IE, quality of teaching and learning, and improved governance and ecosystem of service delivery. It is indispensable to ensure equitable access to inclusive schools in every sub-district/city in every education level. Teacher training and support mechanisms in IE is needed for all teachers, thus providing an opportunity to understand what inclusion is. Improved coordination, budget allocation, capacity building should happen across different levels of administration, providing better opportunities for children with disabilities | |
| 650 | 4 | |a Access and Equity in Basic Education | |
| 650 | 4 | |a Access To Education | |
| 650 | 4 | |a Disability | |
| 650 | 4 | |a Education | |
| 650 | 4 | |a Education For All | |
| 650 | 4 | |a Educational Institutions and Facilities | |
| 650 | 4 | |a Social Protections and Labor | |
| 650 | 4 | |a Teacher Training | |
| 700 | 1 | |a Nomura, Shinsaku |e Sonstige |4 oth | |
| 700 | 1 | |a Purwana, Ruwiyati |e Sonstige |4 oth | |
| 700 | 1 | |a Yuwono, Joko |e Sonstige |4 oth | |
| 856 | 4 | 0 | |u https://doi.org/10.1596/36533 |x Verlag |z kostenfrei |3 Volltext |
| 912 | |a ZDB-1-WBA | ||
| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-034342972 | |
Datensatz im Suchindex
| _version_ | 1824556241798561792 |
|---|---|
| adam_text | |
| adam_txt | |
| any_adam_object | |
| any_adam_object_boolean | |
| author | Hata, Anna |
| author_facet | Hata, Anna |
| author_role | aut |
| author_sort | Hata, Anna |
| author_variant | a h ah |
| building | Verbundindex |
| bvnumber | BV049081082 |
| collection | ZDB-1-WBA |
| ctrlnum | (ZDB-1-WBA)071023879 (OCoLC)1392150197 (DE-599)KEP071023879 |
| discipline | Wirtschaftswissenschaften |
| discipline_str_mv | Wirtschaftswissenschaften |
| doi_str_mv | 10.1596/36533 |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>00000nmm a22000001c 4500</leader><controlfield tag="001">BV049081082</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">230731s2021 xxu|||| o||u| ||||||eng d</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1596/36533</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-1-WBA)071023879</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1392150197</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)KEP071023879</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="044" ind1=" " ind2=" "><subfield code="a">xxu</subfield><subfield code="c">XD-US</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-12</subfield><subfield code="a">DE-521</subfield><subfield code="a">DE-573</subfield><subfield code="a">DE-523</subfield><subfield code="a">DE-Re13</subfield><subfield code="a">DE-19</subfield><subfield code="a">DE-355</subfield><subfield code="a">DE-703</subfield><subfield code="a">DE-91</subfield><subfield code="a">DE-706</subfield><subfield code="a">DE-29</subfield><subfield code="a">DE-M347</subfield><subfield code="a">DE-473</subfield><subfield code="a">DE-824</subfield><subfield code="a">DE-20</subfield><subfield code="a">DE-739</subfield><subfield code="a">DE-1043</subfield><subfield code="a">DE-863</subfield><subfield code="a">DE-862</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Hata, Anna</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Embracing Diversity and Inclusion in Indonesian Schools</subfield><subfield code="b">Challenges and Policy Options for the Future of Inclusive Education</subfield><subfield code="c">Anna Hata</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Washington, D.C</subfield><subfield code="b">The World Bank</subfield><subfield code="c">2021</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Other Education Study</subfield></datafield><datafield tag="520" ind1="3" ind2=" "><subfield code="a">Today, children with disabilities continue to be one of the most disadvantaged social groups and experience barriers to access and full participation in education in Indonesia. This policy note reviews the current status of Inclusive Education (IE) in Indonesia with dedicated attention to children with disabilities, focusing on school facilities and environment, teacher competency, and governance and service delivery. This study used focus group discussions to understand stakeholder perspectives in the implementation of IE, in addition to an extensive review of policy frameworks and IE practices in Indonesia and international good practices. This policy note finds that while the government has made progress on establishing policy framework for IE, the implementation of IE faces significant challenges. IE has not been fully mainstreamed into the education system due to limited legal and financial responsibilities and coordination at national, local and school levels. There is a strong need for improved accessibility and quality of inclusive schools, teacher and staff training, and increased administrative capacity. Limited cross-sectoral collaboration can prevent children with disabilities from appropriate learning and smooth school transitions, but this issue could have been exacerbated during the COVID-19 (coronavirus). This policy note provides policy recommendations in three strategic areas including access and equity of IE, quality of teaching and learning, and improved governance and ecosystem of service delivery. It is indispensable to ensure equitable access to inclusive schools in every sub-district/city in every education level. Teacher training and support mechanisms in IE is needed for all teachers, thus providing an opportunity to understand what inclusion is. Improved coordination, budget allocation, capacity building should happen across different levels of administration, providing better opportunities for children with disabilities</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Access and Equity in Basic Education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Access To Education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Disability</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education For All</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Educational Institutions and Facilities</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Social Protections and Labor</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Teacher Training</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Nomura, Shinsaku</subfield><subfield code="e">Sonstige</subfield><subfield code="4">oth</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Purwana, Ruwiyati</subfield><subfield code="e">Sonstige</subfield><subfield code="4">oth</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Yuwono, Joko</subfield><subfield code="e">Sonstige</subfield><subfield code="4">oth</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1596/36533</subfield><subfield code="x">Verlag</subfield><subfield code="z">kostenfrei</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-WBA</subfield></datafield><datafield tag="943" ind1="1" ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-034342972</subfield></datafield></record></collection> |
| id | DE-604.BV049081082 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T22:27:58Z |
| indexdate | 2025-02-20T07:20:26Z |
| institution | BVB |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-034342972 |
| oclc_num | 1392150197 |
| open_access_boolean | 1 |
| owner | DE-12 DE-521 DE-573 DE-523 DE-Re13 DE-BY-UBR DE-19 DE-BY-UBM DE-355 DE-BY-UBR DE-703 DE-91 DE-BY-TUM DE-706 DE-29 DE-M347 DE-473 DE-BY-UBG DE-824 DE-20 DE-739 DE-1043 DE-863 DE-BY-FWS DE-862 DE-BY-FWS |
| owner_facet | DE-12 DE-521 DE-573 DE-523 DE-Re13 DE-BY-UBR DE-19 DE-BY-UBM DE-355 DE-BY-UBR DE-703 DE-91 DE-BY-TUM DE-706 DE-29 DE-M347 DE-473 DE-BY-UBG DE-824 DE-20 DE-739 DE-1043 DE-863 DE-BY-FWS DE-862 DE-BY-FWS |
| physical | 1 Online-Ressource |
| psigel | ZDB-1-WBA |
| publishDate | 2021 |
| publishDateSearch | 2021 |
| publishDateSort | 2021 |
| publisher | The World Bank |
| record_format | marc |
| series2 | Other Education Study |
| spellingShingle | Hata, Anna Embracing Diversity and Inclusion in Indonesian Schools Challenges and Policy Options for the Future of Inclusive Education Access and Equity in Basic Education Access To Education Disability Education Education For All Educational Institutions and Facilities Social Protections and Labor Teacher Training |
| title | Embracing Diversity and Inclusion in Indonesian Schools Challenges and Policy Options for the Future of Inclusive Education |
| title_auth | Embracing Diversity and Inclusion in Indonesian Schools Challenges and Policy Options for the Future of Inclusive Education |
| title_exact_search | Embracing Diversity and Inclusion in Indonesian Schools Challenges and Policy Options for the Future of Inclusive Education |
| title_exact_search_txtP | Embracing Diversity and Inclusion in Indonesian Schools Challenges and Policy Options for the Future of Inclusive Education |
| title_full | Embracing Diversity and Inclusion in Indonesian Schools Challenges and Policy Options for the Future of Inclusive Education Anna Hata |
| title_fullStr | Embracing Diversity and Inclusion in Indonesian Schools Challenges and Policy Options for the Future of Inclusive Education Anna Hata |
| title_full_unstemmed | Embracing Diversity and Inclusion in Indonesian Schools Challenges and Policy Options for the Future of Inclusive Education Anna Hata |
| title_short | Embracing Diversity and Inclusion in Indonesian Schools |
| title_sort | embracing diversity and inclusion in indonesian schools challenges and policy options for the future of inclusive education |
| title_sub | Challenges and Policy Options for the Future of Inclusive Education |
| topic | Access and Equity in Basic Education Access To Education Disability Education Education For All Educational Institutions and Facilities Social Protections and Labor Teacher Training |
| topic_facet | Access and Equity in Basic Education Access To Education Disability Education Education For All Educational Institutions and Facilities Social Protections and Labor Teacher Training |
| url | https://doi.org/10.1596/36533 |
| work_keys_str_mv | AT hataanna embracingdiversityandinclusioninindonesianschoolschallengesandpolicyoptionsforthefutureofinclusiveeducation AT nomurashinsaku embracingdiversityandinclusioninindonesianschoolschallengesandpolicyoptionsforthefutureofinclusiveeducation AT purwanaruwiyati embracingdiversityandinclusioninindonesianschoolschallengesandpolicyoptionsforthefutureofinclusiveeducation AT yuwonojoko embracingdiversityandinclusioninindonesianschoolschallengesandpolicyoptionsforthefutureofinclusiveeducation |