Lifelong Learning in Asia and the Pacific

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! 18 18 Lifelo long Learning in Asia and the Pacific Changing this situation – so that children with disabilities or other difficulties are not excluded - is relatively easy. At system level the changes needed include - looking at regulations, ensuring local flexibility, making schools responsible for enrolment and retention, and reducing real costs. At school level the changes include - improving teaching, enabling extra help for those who need it, treating failure as a ‘teaching problem’ and gaining good co-operation throughout. Lao PDR is an example of how these changes can be brought about without large budgets or major inputs of training. In 1992 the Lao Education service had no provision for children with disabilities at all. By 2001 there were Inclusive Schools in every province. Outside technical help was no longer required and only a modest help from donors (SC-UK, UNESCO, SIDA and UNICEF) needed to cover the planned expansion to each district by 2005. Abstract t 4 Primary schooling for girls in South Asia, presented by Dr. Hridaya Bajracharya (CERID, Nepal) The educational data of the countries in South Asia shows that girls’ enrolment in schools is poorer, grade repetition is higher, and that higher proportions drop out before completing the primary education cycle. The problem is due to large rural settings in the region where patriarchical social norms, values, customs and culture make female’s participation in education difficult. Also, the environment in the schools and classrooms are unfriendly to both female teachers and students. Until recently, curriculum design and contents were not even questioned from gender perspectives. Education is considered a means for social transformation. However, education can also be an effective means for social reproduction. The development of schooling in South Asia is taking place with a tension of being between the two possibilities. Nevertheless, the governments are committed to social and gender equity. As per commitments made in Jomtien in 1990 and in Dakar in 2000, policies are being formulated, and programmes developed for ensuring that all primary
Chapter 2: Plenar ary and Concur ncurrent nt Session Prese esent ntatio ions 19 school age children, girls and boys are enrolled in school. There are, however many challenges – for example, how to make a school reflect a gender friendly environment, and how to overcome stereotyped traditional approaches to ensure gender balance in teacher recruitment, curriculum, and school activities. Evidence from studies in the region show that the presence of female teachers in a school is an important aspect that makes a positive impact on enrolment and retention of girl students in schools. Female teachers possess qualities that are important for overall development of children, particularly primary school age children. Besides, female teachers are role models for young girls. This is important in rural areas because girls do not get a chance to meet any other educated women. Similarly, incentive schemes for young female students have proved to be important for enhancing school enrolments and completion of primary schooling by the girls in the region. This paper was developed based on country case studies and sub-regional meetings held in South Asia from 1997 to 2000 with the support of UNESCO. The studies provide analyses of trends, policies and provisions, particularly regarding enrolment and effective functioning of female teachers and their implications on primary schooling for girls in each participating country (Bangladesh, India, Pakistan and Nepal). As a follow up to the recommendations from the Synthesis of Studies, the four countries are now undertaking pilot projects for improving the quality of women teachers and their functions. The pilot projects are supported by UNESCO, APPEAL. 2. Selec lections from the Concur oncurrent nt Sessions on Theme Two: Scho hooling for All Effective early childhood development and preschool education ! Session 1
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