UGANDA Regional Seminar Poverty Alleviation, HIV and AIDS Education and Inclusive Education: Priority Issues for Inclusive Quality Education in Eastern and Western Sub Saharan Africa Nairobi, Kenya, 23 27 July 2007 UNESCO International Bureau of Education
Inclusive Education in Uganda: The Way for the Future By Albert Byamugisha EFA National Coordinator-Uganda
Critical aspects of the conceptualisation and definition of inclusive education in Uganda Inclusive education means that all children in a school, regardless of their strengths or weaknesses in any area, become part of the school community. Addressing SNE within the mainstreams of Education Sector in Uganda; Ensuring that learners attend, actively participate and contribute to the Education System; and, Creating a sense of belonging among SNE Children, by adjusting and changing practices in Sub-theme 1. Inclusive Education: Approaches, Scope and Content
Sub-theme 1 Cont d Roots/ of the concept in the last ten (10) years Government affirmative action towards SNE, especially at the district level; Collective participation of all stakeholders; Representation of Persons with Disabilities in Parliament; Cultures within Uganda that practice the spirit of togetherness; The presence of a large number of persons with disabilities.
Sub-theme 1 Cont d The target groups/ beneficiaries The target group are children with disabilities, Teachers, Parents and the Local Communities. Main and current sources of exclusion Inadequacy of resources in terms of human, financial and instructional materials Continued existence of negative attitudes about children with special needs, among certain pockets of society
Sub-theme 2. Inclusive Education: Public Policies The role of Inclusive Education in the curriculum reform and educational agenda of Uganda. Ensures that the New Thematic curriculum for Primary education contain a wide representation of SNE. Evidence about the significance of its role Construction of Regular Schools is now sensitive to the needs of children with disabilities. Procurement of Instructional Materials is done with SNE in mind.
Sub-theme 2 Cont d The policy being a government priority. A number of associations of and for Inclusive Education. Parliamentary representation for persons with disabilities Local Council Representation of PWD Active involvement & participation of Dev t Partners SNE has been mainstreamed into the Educ.System.
Sub-theme 3. Inclusive Education: Systems, Links and Transitions Integration of Inclusive Education in the curriculum structure of basic education Child Participatory Methods of Teaching/Learning, Appropriate Instructional Materials, Age Appropriate Content Conducive Learning Environment Integration subject to a coherent transition from primary to secondary education? There is review of the curricula for both Primary
Sub-theme 3. Cont d Inclusive Education as a way of democratizing opportunities for life-long learning The focus is on ensuring that learning goes beyond the school environment, and integrates the home and community environments, thus ensuring Life-Long Learning. Education system flexibility to allow access to education & developing life-long learning Presence of educational provisions (i.e. BTVET) for those outside the above direct route. Uganda has a 7-4-2-3(5) Education system.
Sub-theme 4. Inclusive Education: Learners and Teachers Curriculum change foster learning environment Under SFG, schools constructed to provide better learning facilities to aid all the learners. Training and re-training of teachers address the aspect of quality of learning environment. Procurement of Instructional Materials is done bearing in mind Inclusive Education Learning process activated with children of very different abilities The Teachers engage participatory approach to teaching & learning i.e. while an ordinary child is reading and writing print, a blind child will be reading and writing brail in the same lesson. Teachers competencies to attend to the diverse learners expectations and needs?
Sub-theme 4. Cont d Outcomes already achieved in these areas in Uganda High levels of community awareness about and participation in SNE. Representation of PWDs from the Lowest Local Councils up to parliament Enrolment to regular schools does not isolate children with Special Needs.
Sub-theme 4. Cont d The design for new regular schools entails taking into consideration the needs desires and expectations of SNE Children. There is a structure of administration & management of SNE right from the MoES HQs headed by the Commissioner, down to the districts. Teachers can identify the required Instructional Materials, content and appropriate methods that meet different learners needs and expectations
Thank You!