Implementing Inclusive Education

This rapid review synthesises evidence and literatures on the key elements of successful implementation of inclusive education. This includes a clear concept and definition of inclusive education. Second element is concrete inclusive education targets, indicators, measures, and outcomes. Third, an understanding of existing structural, educational, and cultural challenges to successful implementation. Fourth, a well-designed implementation strategy that includes a clear plan, evaluation, and school review process. Fifth, providing inclusive education training, sustained support, and resources for all teachers and school leaders. Final element is national leadership on inclusive education policy, education management information systems, curricular-reform, and coordinating social systems such as inclusive education and inclusive employment. In addition to this, this review also identifies that inclusive education is a continuous process of educational transformation, and a clear set of equity indicators – such as from UNESCO (2017) – can support inclusive education implementation. Measuring the success of inclusive education should go beyond merely counting students to evaluate access, but should include measures of educational quality, outcomes, and experiences. It also finds that the barriers to inclusive education are well-understood now, and include inadequacies in policy and legal support, resources and facilities, specialised staff, teacher training, pedagogical techniques, flexible curricula, supportive leadership, and cultural attitudes. However, current thinking suggests that it is perhaps more useful to think about ways in which existing successful inclusive education practices can be identified and scaled up, rather than focusing attention on deficiencies. In summary, key factors in inclusive education implementation include school and classroom level implementation such as school reviews and plans; training and supporting all teachers in inclusive practices, not just ‘specialised’ ones; and supporting school leadership to enact an inclusive vision for their schools. National-level implementation requires enabling policy to clearly articulate and support inclusive education; having strong systems to data collection and management; providing flexibility in curriculum; and coordinating with other aspects of society in which inclusive education factors, such as employment

Global trends in meeting the educational rights of children with disabilities: From international institutions to local responses

The 2006 United Nations (UN) Convention on the Rights of Persons with Disabilities was an important and landmark treaty recognizing the human rights of persons with disabilities. In this article we focus on the educational rights of children with disabilities as directed by the Convention, specifically the right to receive an inclusive education. We view inclusive education as a convergence of education and disability rights initiatives within the UN and explain what this means in practice. In the second half of the paper, inclusive education is discussed in the context of the Global South and we observe the interplay between global and local interpretations of this model. We conclude with the argument that international human rights treaties matter; with the understanding that they must be locally and culturally actualized. International institutions can encourage South-South collaboration and local ownership of pragmatic solutions. Such encouragement may decrease accusations of cultural imperialism and facilitate local innovation in inclusive education

Meaningful employment opportunities for youth with disabilities in Bhutan: piloting an employment assessment toolkit

This article presents the adaptation of a screening tool to help young persons with disabilities understand what they may need to do in in order to move closer to meaningful work. Using critical capabilities approach, we developed a toolkit to support the transition process from home, school, or other setting to formal or informal employment in Bhutan. Community Inclusion Coordinators were recruited to mentor 40 participants to gain confidence, appropriate work skills to get closer to being work-ready. We also evaluated the efficacy and utility of the toolkit which revealed that some of the participants valued having honest and open conversations about personal and professional issues

Conclusion: Key Outcomes, Challenges, Ways Forward, and Future Research

This chapter reviews the major outcomes in Bhutan's education system. For example, the development of the primary sector, where Millennium Development Goals have largely been met, is ahead of the secondary and tertiary sectors where considerable progress has been made in a remarkably short period of time but more needs to be done. This chapter also sets out the major challenges and points to potential ways forward. For example, several challenges are identified for the successful implementation of Educating for Gross National Happiness but we also present ways that these might be addressed. Research, and educational research in particular, is wide open for future research and some suggestions are made

Education in Bhutan: Introduction

In this introduction to the volume 'Education in Bhutan: Culture, Schooling, and Gross National Happiness' we set out the purpose of the book and also describe the book's intended audience. We then discuss three specific stances on language and convention that we have adopted. Next, we discuss the three themes of this volume, each of which informs its chapters. Finally we indicate the simple structure of the book and describe briefly the contents of each chapter

Education in Bhutan: Culture, Schooling, and Gross National Happiness

Bhutan is a country in the Himalayas with a relatively new education system and a unique governmental philosophy known as Gross National Happiness. This book explores the history, culture, challenges, and opportunities of schooling in Bhutan. It discusses topics including historical perspectives on Buddhist monastic education, the regional and international influence on educational development, traditional medical education, higher education, and the evolution of Bhutanese educational policy, to name but a few. It also investigates contemporary challenges to schooling in Bhutan such as adult education, inclusive education, early childhood education, rurality, and gender. Throughout the book, the developmental philosophy of Gross National Happiness is explored as a novel and culturally vital approach to education in Bhutan. The majority of the authors are prominent Bhutanese scholars and educational leaders, with select non-Bhutanese international scholars with strong links to Bhutan also contributing. This book is a valuable resource not only for those specifically interested in education in Bhutan, but for anyone with an interest in South Asian studies, general Asian studies, educational development, comparative education, Buddhist education, and the Gross National Happiness development philosophy