EENET asia Newsletters : inaugural issue JUNE 2005 Contents

Useful Publications

Active Learning:

“Active Learning – A self-training module” (Save the Children / Practice – Education Guidelines)
Contact: samina@scfoscar.org.np

Difference & Diversity / Inclusive Education:

“Inclusive education – Readings and Reflections” Gary Thomas and Mark Vaughan (eds)
(2004) University of Leeds; Centre for Studies in Inclusive Education, Bristol, UK
ISBN 0 335 20724 3

“Overcoming Exclusion through Inclusive Approaches in Education – A challenge and a Vision” Conceptual Paper (UNESCO) ie@unesco.org

“Children who learn together, learn to live together – Towards Inclusive Education”
A Discussion Paper (Save the Children)
Contact: samina@scfoscar.org.np

Differentiated instruction:

“How to Differentiate Instruction in Mixed-Ability Classrooms” Carol Ann Tomlinson
(2nd edition) ISBN 0 87120 512 2
ASCD (see below: web site)

“Changing Teaching Practices – Using curriculum differentiation to respond to students’ diversity” UNESCO-Bangkok (see below: web site)

“Evaluation of the Teacher Training components for Inclusive Education in Vietnam” Michael Etherton - Save the Children Sweden – National Political Publishing House
Contact: hanh@scsweden.org.vn

Enabling Education in Emergencies – including all!

INEE (Inter-Agency Network on Education in Emergencies)
Publication: “Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction” (2004) ISBN 1 58030 034 0
www.ineesite.org

These minimum global standards for education in emergencies and early reconstruction are the result of two years of consultative work facilitated by INEE, involving 2,250 individuals from more than 50 countries. The standards represent a universal tool to define a minimum level of education quality and help ensure the right to education for people affected by crisis.

Quality education is an effective and essential form of protection during emergencies, and use of the minimum standards will help to improve the provision of quality education and the accountability of the humanitarian actors to provide it. The minimum standards cover five categories:
• Minimum standards common to all categories (community participation and assessment, response, monitoring and evaluation)
• Access and learning environment
• Teaching and learning
• Teachers and other education personnel
• Education policy and coordination

The minimum standards handbook provides guidelines that will help education providers improve teacher training as well as design, implementation, development and administration of education programmes. The standards focus on building local capacity and more effective coordination with local and international partners, education authorities and host communities. The handbook also establishes minimum standards conducive to improved learning opportunities, by linking education programmes to psycho-social aid, shelter, health, water supply, sanitation, nutrition and security. The handbook is designed to give governments and humanitarian workers the tools that they need to address the Education for All (EFA) and UN Millennium Development Goals (MDGs). It is the first step towards ensuring that education initiative in emergency situations lay a solid and sound basis for post-conflict and disaster reconstruction.

Research:

Inclusive Education Series
“Educational Inclusion as Action Research” – An interpretative discourse
Christine O’Hanlon (University of East Anglia) – ISBN 0 335 20732 4
Open University Press

Websites:

Association for Supervision and Curriculum Development (ASCD)
www.ascd.org

Centre for Studies on Inclusive Education (Bristol, UK)
www.inclusion.org.uk, www.csie.org.uk

idp—Internatioanl Development Partners
www.idp-europe.org

Teachers talking (about effective teaching and learning)
www.unicef.org/teachers/

Toolkit: Embracing Diversity – Inclusive Learning Friendly Environments
www.unescobkk.org

UNESCO Inclusive Education
www.unesco.org/education/inclusive

EENET asia Newsletters : inaugural issue JUNE 2005 Contents