EENET Asia is joint effort of a group volunteers in Asia. The goal of EENET Asia is to spread practical information and success stories about inclusive education in the Asia region to education officials, NGO Activists, headmasters, legislators, practioners, teachers and university lectures.
The EENET Asia newsletter is a means of spreading information. You can download it here.
If you want to contact EENET Asia please contact
EENET Asia newsletter - 9th issue
“We all know that every child is unique and different. They have different abilities, learn in different ways, and at different paces. Inclusive, learning-friendly, and barrier-free environments should therefore be created in every school and community throughout the world so that all children will be enabled to develop to their full academic, social, emotional, and physical potentials. It is important to remember that a child’s academic potential can not be developed separately from her/his social, emotional and physical potential, as they are interdependent aspects of a child’s development.”
Quote from “Teaching Children with Disabilities” - ILFE Toolkit Specialized Booklet 3
In Issue 9 we are also privileged to have education specialists and practitioners sharing experiences and stories from their work in Afghanistan, Indonesia, Malaysia and Pakistan on topics ranging from: student participation in school management and programmes; evaluation and examination systems, to policy development on ICFE. For the first time we have university students sharing their work. Sheldon Shaeffer continues with part two of his reflections on how the development of child-friendly education systems, policies and regulations support the process towards inclusion in both schools and communities. In this issue we are also continuing our effort from Issue 8 to create an active forum for grass root experience sharing between Africa and Asia. This time, our friends and colleagues from Uganda are sharing their experiences on how competence building and innovation in schools contributes to the efforts of ensuring access to quality Education for All (EFA). We are confident that their experiences will be most relevant for our Asian readers as well, as these two continents face many of the same challenges as well as benefit from many of the same opportunities within their education systems.
EENET Asia newsletter - 8th issue
“Can quality education for all be achieved when education is packaged in a language that
some learners neither speak nor understand? This is the situation faced by many children
from ethnic minority groups when they enter formal school systems – the official school
language is very different from the language they speak at home. Forcing children to learn
in a language they do not understand creates an educational handicap that should not
Quote from Advocacy Kit for Promoting Multilingual Education: Including the Excluded
The increased focus on inclusive and child-friendly schools is currently reforming the education sector in many countries throughout the region. However, in this process of reform many merely understand inclusive education to be about access for children with disabilities to education, while child-friendly schools is often merely about cosmetics with colourful walls and furniture and are unable to merge new paradigm with what actually works with their current systems. The changes that are implemented will therefore not necessarily help countries to develop education systems that ensure that children and youth will succeed and prosper in an increasingly competitive and interactive world.
EENET Asia newsletter - 7th issue
“My daughter has a physical impairment. When she enrolled in school she was shy and didn’t even dare to speak when she was spoken to by her teacher or her friends in class. Now, after a few months in the inclusive school she talks all the time, almost too much! And she does not seem to be shy about her disability anymore. She even walks much better now after she started school. It makes me so happy to see that my daughter is in school, that she has friends and that she is finally enjoying her childhood.”
This quote from a parent in an inclusive primary school in Kabul highlights the importance of making schools more inclusive and child-friendly. In the last few years education planners in government and non-government organisations are finally putting inclusive education on the agenda. However, we still struggle with a lack of understanding among key stakeholders about what inclusive education really is! Inclusion is about more than disabilities. Inclusion is about access to quality education for all, regardless of gender, backgrounds, circumstances and abilities.
EENET Asia newsletter - 6th issue
"The goal of education for All can only be achieved if authorities, schools and communities recognize their legal and moral responsibility towards All Children."
Dear readers, welcome to the 6th issue of the EENET Asia Newsletter. Venita Kaul has been invited to write a guest-editorial about early childhood education as a foundation for life. Children’s voices are heard throughout this issue, from schools in Afghanistan, Bangladesh and Tajikistan, while teachers from Afghanistan, Kyrgyzstan and Pakistan are writing about their experiences in making schools more inclusive and child-friendly. This all highlights the progress that has been made throughout the region over the past few years. Reports from programmes on inclusive education in Afghanistan, Cambodia, India, Lao, Pakistan and Timor-Leste encourages us to move forward and gives us ideas on how inclusive education can be implemented in countries where there are few resources. ...
EENET Asia newsletter - 5th issue
"Inclusive communities and inclusive schools fully recognise the equal rights of all children to quality education together with their siblings and peers in their local school. Such communities and schools recognise that inclusion benefits all children. They realise that diversity among students is a resource that benefits rather than hinders learning. Inclusion will therefore make communities and schools better for all: children, teachers and communities."
Welcome to the 5th issue of the EENET Asia Newsletter. For this issue we have invited another guest editor - John Morefield - who writes about the importance of school leadership when trying to improve the quality and inclusiveness of education. In many countries heads of schools are viewed exclusively as managers. The ideas of leadership, self-initiative or creativity are often not part of their job description or what others expect from them. John writes about leadership standards and professional development in Cambodia, but the relevance of what he describes applies to most countries in the region. ...
Selected Article in Khmer:
Continuing Issues in the Sri Lankan Education System PDF
EENET Asia newsletter - 4th issue
"We believe that no school can be inclusive unless it is child-friendly and no school can be child-friendly unless it is inclusive."
This is the 4th issues of the EENET Asia Newsletter. It has a special focus on equal rights and opportunities in, to and through education. The contributions relate to this topic from different perspectives - both theoretical and practical - from policy makers as well as programme staff and teachers. In the middle of the newsletter you will find the a Self Assessment Tool that will provide you an idea on how inclusive your school is. We hope you will enjoy reading articles about and from Afghanistan, Bangladesh, Cambodia, China, Lao, India, Indonesia, Japan, Nepal, Pakistan and Vietnam.
Selected Article in Lao:
Why we need HIV and AIDS Prevention Education in Lao PDR
Selected Article in Tajik:
ILFE Self Assessment tool (Чадвали худбаходихи)
Selected Article in Vietnamese:
EENET Asia Strategy (Chiến lược của EENET Asia)
EENET Asia newsletter - 3rd issue
“In a school moving Towards Inclusion quality education should be provided in a child and learning friendly environment, where diversity is experienced, embraced and recognised as enrichment for all involved. Curricula, and teaching approaches and methods should be characterised by emphasising social aspects of learning, dialogue, sensitivity to children’s needs and interests, sharing - rather than competing and creative and flexible teachers and classroom management. All children, also children experiencing barriers to learning, development and participation, including children with disabilities, have the right for quality education in a school that is close to their home and a class that suits their age”
The third issue of the EENET Asia newsletter focuses on child-friendly and inclusive practices throughout the region. Stakeholders from Bangladesh, Bhutan, China, India, Indonesia, Kyrgyzstan, Sri Lanka and Vietnam have contributed with articles. Leading up to the World AIDS Day, we have continued as series of articles on the education sector response to HIV and AIDS. Other topics that are comprehensively covered are: child-friendly education among ethnic minorities, education initiatives for children who are living as refugees and child-labour.
Selected Article in Japanese:
Inclusion and the Right to Education: A Case Study from Bandung, West Java
EENET Asia newsletter - 2nd issue
“… inclusive and child friendly education should be seen as:
- An approach to whole school improvement that will ensure that national strategies for ‘Education for All’ are really for all;
- A means of ensuring that all children receive quality care and education in their home communities as part of early child development, pre-school, primary and secondary education programmes, particularly those who are currently excluded from mainstream education or vulnerable to marginalisation and exclusion; and
- A contribution to the development of a society that respects and values the individual differences of all citizens. ...”
With this second issue of the EENET-Asia Newsletter we look towards the future for our regions - Building on the first issue of our newsletter launched back in June 2005 as well as on the interactions and recommendations of the International Symposium “Inclusion and the Removal of Barriers to Learning, Participation and Development - Inclusive and Child Friendly Schools Emerging in Asia” held in Bukittinggi and Payakumbuh (West Sumatra), Indonesia, from the 26th to the 29th of September 2005.
Selected Article in Vietnamese:
What is in a Name? Labels and Terminologies Regarding Disabilities and Special Educational Needs: A Continuing Concern [Điều gì ẩn chứa trong một cái Tên? Các Tên gọi và Thuật ngữ liên quan đến khuyết tật và các nhu cầu cần được giáo dục đặc biệt: Một mối quan tâm đang tiếp diễn]
EENET Asia newsletter - 1st issue
"I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I have a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or honour, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanised or dehumanised.”
EENET Asia is a very timely initiative for South, Southeast and Central Asia. Such a network, and this newsletter which will help to hold it together, can only serve and inspire and support closer collaboration and the exchange of very essential information among those policy makers, programmers, and practitioners alike who are concerned with Inclusive Education.
Selected Articles in Russian:
РОЛЬ РЕСУРСНЫХ ЦЕНТРОВ ВРЕАЛИЗАЦИИ ИДЕИ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ (The Role of Resource Centres in a Process Towards Inclusive Education) PDF
ОТ ИНКПЮЗИВНЫХ ШКОП - К ИНКПЮЗИВНОМУ ОБЩЕСТВУ (Educational Inclusion is not about Disability or Special Needs) PDF