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4. LINKING RESOURCE ALLOCATION WITH THE UNIVERSAL RIGHT TO EDUCATION ..................................................................................................... 39 4.1 Equity in financing: a way for implementing inclusive education .................. 39 4.2 Tackling inclusion and equity in education: the challenge for financing ........ 41 4.3 Chapter summary ....................................................................................... 42 5. CONCLUSION ............................................................................................... 44 REFERENCES .................................................................................................... 46 ADDITIONAL READING ..................................................................................... 56 4 Financing of Inclusive Education
LIST OF ABBREVIATIONS Abbreviation EACEA: ECOSOC: EFA: ET 2020: EU: IPU: OECD: OHCHR: OREALC: SEN: UN: UNESCO: UNICEF: Full version Education, Audiovisual and Culture Executive Agency United Nations Economic and Social Council Education for All European strategic framework for cooperation in education and training European Union Inter-Parliamentary Union Organisation for Economic Co-operation and Development Office of the United Nations High Commissioner for Human Rights Regional Organisation of Latin America and Caribbean States Special educational needs United Nations United Nations Education, Scientific and Cultural Organization United Nations Children’s Fund Background Information Report 5
Page 1: Financing of Inclusive Education Ba
Page 4 and 5: The European Agency for Special Nee
Page 9 and 10: INTRODUCTION This Background Inform
Page 11 and 12: Countries were asked to provide ext
Page 13 and 14: emotional or other special needs. I
Page 15 and 16: 1.2 European and international deba
Page 17 and 18: 1.3 Consequences of the economic cr
Page 19 and 20: financial resources which might cal
Page 21 and 22: outcomes, meaning the cost-benefit
Page 23 and 24: 2. FUNDING MECHANISMS: FEATURES AND
Page 25 and 26: in each country allocate to the dif
Page 27 and 28: output and throughput (please refer
Page 29 and 30: However, the model does boast a pos
Page 31 and 32: As highlighted by Shaddock et al.:
Page 33 and 34: flexible combination of models - wh
Page 35 and 36: Beyond the formal structures and in
Page 37 and 38: 2015). This means that countries mu
Page 39 and 40: their individual establishment and
Page 41 and 42: 4. LINKING RESOURCE ALLOCATION WITH
Page 43 and 44: • equity in achieving opportuniti
Page 45 and 46: The inclusion of learners in school
Page 47 and 48: education and its consequences for
Page 49 and 50: 64/06. Brussels: Council of the Eur
Page 51 and 52: Forlin, C., 2007. ‘A Collaborativ
Page 53 and 54: O’Hanlon, C., 1993. ‘The import
Page 55 and 56: UNESCO, 1994. The Salamanca Stateme
Page 57 and 58:
U.S. Government, 2001. No Child Lef
Page 59 and 60:
European Agency for Development in
Page 61 and 62:
OECD, 2007. Students with Disabilit
Page 63 and 64:
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Page 66:
Secretariat: Østre Stationsvej 33
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