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INCLUSIVE EDUCATION IN SERBIA

INCLUSIVE EDUCATION IN SERBIA. MB IPA – Promoting Inclusive Education Ohrid, 24-26 October 2011. Serbian Team for preparation of MBIPA Promoting Inclusive Education. TOPICS. P ublic awareness for the importance and benefits from inclusive education;

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INCLUSIVE EDUCATION IN SERBIA

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  1. INCLUSIVE EDUCATION IN SERBIA MB IPA – Promoting Inclusive Education Ohrid, 24-26 October 2011 Serbian Team for preparation of MBIPA Promoting Inclusive Education

  2. TOPICS • Public awareness for the importance and benefits from inclusive education; • Central, local and school community capacities for inclusive education policy making; • Teaching competencies and practices for inclusive education • Peer learning and exchange among the school communities

  3. CONTEXT in SERBIA The Law on Foundation of Education • Easier access for all children from vulnerable groups • No categorization of children • Local communities • Intersectoral commissions • Shift from medical to social model • Schools • School inclusive teams • Pedagogical assistants • Socialization role of school strengthened • Physical access • Inclusive practice in classroom • Individualization and Individual education plan • Transversal competences • Adjusted standards of achievements • Teaching material, methods of teaching • Assessment according to IEP for child

  4. Implementation of IE PUBLIC AWARENESS CAMPAING

  5. IMPLEMENTATION of IE

  6. PUBLIC AWARENESS

  7. CAPACITIES FOR IE PUBLIC AWARENESS CAMPAIGN • Central level • Coordination team for IE • Implementation team for IE • Projects and project teams • MOES • Other ministries (health,education,social protection..) • Local level • Inter-sectoral commission (health, social protection, education..) • Implementation teams • Network for support of IE • NGOs, teacher associations • Peer learning • Grants for Roma inclusion • School level • School inclusive team • Teachers –Trainings, Guides for teachers • Grants • Parents

  8. OPENING THE BLACK BOX School inspectors Pedagogical advisers

  9. PEER LEARNING AND EXCHANGE AMONG THE SCHOOL COMMUNITIES • National Network for Inclusive Education • Experts, practitioners – 80 people • Model schools -18 schools wide country • Support of horizontal learning and exchange of good practices • Study visits to model schools • Learning by Doing Approach • Publications for teachers published • Guide through good inclusive practices • Index of Inclusion • Strategies of work with different children • Guide for intersectoral commissions

  10. Where we are now?

  11. Inclusive Education -Trainings

  12. Inclusive Education-Grants

  13. Monitoring and Evaluation

  14. MOES DILS Education Map • 56 LSGs – Roma inclusion • 281 schools – Support to inclusive education • 9 partner schools – developing of functional model of IE • 25 schools – testing of training packages • 37 schools – violence prevention

  15. Our new initiatives… • National Joint body for monitoring and supporting local intersectoral committees (ministries for education, health, social protection) – developed M&E framework, electronic data base to be developed soon • Development of methodology for horizontal and peer learning at national level – under discussion • Transformation of special schools and their future functions • Establishing model of Resource centers for assistive technologies and their equipping • Supporting establishment of parents councils at local level • Searching solution for sustainable support to inclusive education (pro-poor education measures – meals, books, remedial teaching..)

  16. CHALLENGES School Level • Lack of generic competences of teachers and school principals • Lack of school team work • Resistance to IE among some of teaching staff • Unstable cooperation with Roma parents Local/Central level • Need to strengthen inter-sectoral cooperation on central and local level • Lack of capacities and political will within some municipalities • Lack of adequate data base • Lack of monitoring culture • Insufficient capacities of school administrations /pedagogical advisers for monitoring and evaluation • Lack of coordination at all levels • Lack of international cooperation General • Unclear definition of students with special needs (Serbia is using OECD definition)

  17. LINKS • www.inkluzija.gov.rs • http://dils.gov.rs/mp/index.php?page=1&cont_id=20024, • http://dils.gov.rs/mp/index.php?page=1&cont_id=20015 • www.inkluzija.org • Thank you! • Serbian Team

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