paul wagstaff measuring change: a summary evaluation of the british council’s inclusion support in...
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Paul Wagstaff
Measuring Change: A summary evaluation of the British Council’s inclusion support in Lebanon and Yemen
1www.britishcouncil.ae
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Background
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Lebanon and Yemen
A history of instability but seeking to drive forward educational reform
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Educational Inclusion: A need for change
• A regional issue
• Inclusion awareness and the need to change
• Lebanon and Yemen specific challenges
• International donor recognition of the need to expand reform to include provision for special educational needs
www.britishcouncil.org 3
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Inclusion in Lebanon and Yemen Pre-2012
• 1999 – 2006
• Framework for Action
• Identifying particular categories of students
• Policy slow to change
• Inconsistencies between different groups of schools
• Student attrition
• Attitudes and perceptions of teachers and society
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Lebanon
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www.britishcouncil.org 5
Yemen
Inclusion in Lebanon and Yemen Pre-2012
• Poor visibility and conviction to initiate change
• Lack of financial resource
• Education reform for mainstream rather than minorities
• Decentralisation in planning
• Poor teacher knowledge and awareness
• Limited services or recognition beyond the deaf and blind
• Student attrition
• Attitudes and perceptions of teachers and society
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The British Council: A Regional Strategy
• The Connecting Classrooms Programme 2012-2015
• Policy Dialogue
• MENA Inclusion Conference: Abu Dhabi 2013
• UK Inclusion Study Tour
• MENA Inclusion Conference: Oman 2014
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• Building upon existing networks
• Promoting ‘Access and engagement’
• Building local partnerships with policy makers and NGOs
• Support for strategy into action
• Achievable goals and outcomes
• Seed funding
• Training and professional development for teachers or leaders
• Supporting awareness raising
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The British Council: Local Strategy
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One Case Study:
National Day - Lebanon
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National Day: Lebanon
• Strategic partnership
• Supporting local strategy
• Seed funding for a National Day event
• Galvanising support from schools in the Connecting Classrooms programme
• Building a long term strategy and partnership with CERD and SKILD
• Supporting an annual event
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National Day: Impact Lebanon
• Significant shift in awareness within communities
• National Directory of Inclusive Schools’ for parents
• Raised confidence and awareness in schools
• Building on increased awareness with professional development
• In-school support through strengthening networking
• Facilitating national school networks and interest groups
• Continued dialogue and joint working with CERD, the Ministry and NGO partners
• Developing strategy in public schools
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What has changed?
• Greater awareness among the general public in some areas
• Greater confidence among parents to articulate and question their rights
• Raised awareness of a broader range of categories of SEN
• Raised understanding among teachers that SEN is their responsibility
• Confidence among some school groups to pursue inclsuoon practices
• Better access to professional development
• Better engagement with partners
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The next steps
• Stepping from a Regional Strategy to a Localised Strategy that better meets the individual needs in countries and builds upon their current context and achievements
• Strengthening policy dialogue and helping turn policy into action
• Providing expertise needed to strengthen policy makers’ skills to tackle difficult issues e.g. legal framework, curriculum and ‘Inclusion’ standard operating procedures for schools
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What has the British Council achieved?
• It has helped facilitate knowledge sharing
• It has introduced the concept ‘Access and Engagement’
• It has successfully introduced policy and school influencers to the practice of UK inclusive schools and approaches
• It has provided a model and engaged enthusiasm
• It has supported developing interest and projects designed to raise awareness and understanding
• It has directly contributed towards professional development and training for teachers, principals and policy influencers
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The next steps
‘Achieving fully inclusive schools and both access and engagement for all is a marathon and not a sprint. Much
more needs to be done but we have now broken the attitudes of ignorance and avoidance among teachers. We have unleashed a desire to change and an understanding
that change is both essential but also achievable.’
School Principal: Lebanon
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