The Committee of Ministers has taken note of Parliamentary Assembly Recommendation 1990 (2012) on “The right of everyone to take part in cultural life” and of the appended Guidelines for developing policies to ensure effective participation in cultural life. It brought this recommendation to the attention of the member States’ governments so that they might be guided by it in framing their national policies, also transmitting it to the relevant Council of Europe committees1 and to the Executive Committee of the North-South Centre for information and for receipt of any comments they might have.
This OECD publication reviews the current state of education policies for children with special education needs and those with disabilities in Kazakhstan, the Kyrgyz Republic, and Tajikistan. It offers an overview of the respective country backgrounds, education systems and relevant legislation, and takes a critical look at access to education for what is considered to be the most vulnerable group of children in the countries reviewed. Particular attention is paid to inclusive education policies, to the processes of identification and assessment, to overall policy co-ordination for the provision of education services, to integration in mainstream education, as well as to good practices and the role of NGOs and the donor community.
Leonard Cheshire Disability has published one of the first comprehensive studies on disability in and around urban areas of Sierra Leone. The country is now rebuilding its infrastructure after ten years of civil war, and the report's findings will be very useful in planning development policies and programmes that include the needs of disabled people from their inception. It is also timely, as the country recently ratified the CRPD and has recently drafted a national disability act. The report will also be useful to organisations, individuals and students interested in disability and development.
In this publication, the UNICEF Regional Office for CEE/CIS presents it's position with regards to issues related to the education of children with disabilities. The publication provides rights-based tools for Inclusive Education for children with disabilities meant to serve as a reference for advocacy and policy making to UNICEF's government counterparts and other partners in CEE/CIS. It provides clear strategy options for Inclusive Education for children with disabilities, while keeping in mind the need for system-wide approaches designed to address the needs of ALL children.
The International Standard Classification of Education (ISCED) is a framework which allows for the standardized reporting of a wide range of policyrelevant education statistics according to an internationally agreed set of common definitions and concepts thus ensuring cross-national comparability of resulting indicators. The General Conference adopted 34 C/Resolution 20, at its 34th session inviting the Director-General to initiate a review and revision of the 1997 version of the ISCED taking account of changes in education policies and structures over the preceding decade.
Managing the development of inclusive policies and practices; professional development for inclsuive education; education assessment as part of quality education; organizing support in inclusive systems; families and communities particiapting in inclsuive education; developing an inclusive curriculum; managing finance to support inclsuive systems; managing transitions through education; initiating and sustaining change in schools