Embracing Diversity and Inclusion in Indonesian Schools : Challenges and Policy Options for the Future of Inclusive Education
Today, children with disabilities continue to be one of the most disadvantaged social groups and experience barriers to access and full participation in education in Indonesia. This policy note reviews the current status of Inclusive Education (IE)...
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World Bank, Washington, DC
2021
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| Online Access: | http://documents.worldbank.org/curated/undefined/535361634052935364/Embracing-Diversity-and-Inclusion-in-Indonesian-Schools-Challenges-and-Policy-Options-for-the-Future-of-Inclusive-Education http://hdl.handle.net/10986/36533 |
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okr-10986-365332021-11-11T05:10:35Z Embracing Diversity and Inclusion in Indonesian Schools : Challenges and Policy Options for the Future of Inclusive Education Hata, Anna Yuwono, Joko Purwana, Ruwiyati Nomura, Shinsaku INCLUSIVE EDUCATION DISABILITY INCLUSION TEACHER TRAINING ACCESS TO EDUCATION EDUCATION EQUITY EDUCATION FOR ALL EDUCATION SERVICE DELIVERY Today, children with disabilities continue to be one of the most disadvantaged social groups and experience barriers to access and full participation in education in Indonesia. This policy note reviews the current status of Inclusive Education (IE) in Indonesia with dedicated attention to children with disabilities, focusing on school facilities and environment, teacher competency, and governance and service delivery. This study used focus group discussions to understand stakeholder perspectives in the implementation of IE, in addition to an extensive review of policy frameworks and IE practices in Indonesia and international good practices. This policy note finds that while the government has made progress on establishing policy framework for IE, the implementation of IE faces significant challenges. IE has not been fully mainstreamed into the education system due to limited legal and financial responsibilities and coordination at national, local and school levels. There is a strong need for improved accessibility and quality of inclusive schools, teacher and staff training, and increased administrative capacity. Limited cross-sectoral collaboration can prevent children with disabilities from appropriate learning and smooth school transitions, but this issue could have been exacerbated during the COVID-19 (coronavirus). This policy note provides policy recommendations in three strategic areas including access and equity of IE, quality of teaching and learning, and improved governance and ecosystem of service delivery. It is indispensable to ensure equitable access to inclusive schools in every sub-district/city in every education level. Teacher training and support mechanisms in IE is needed for all teachers, thus providing an opportunity to understand what inclusion is. Improved coordination, budget allocation, capacity building should happen across different levels of administration, providing better opportunities for children with disabilities. 2021-11-10T16:14:03Z 2021-11-10T16:14:03Z 2021-10-01 Report http://documents.worldbank.org/curated/undefined/535361634052935364/Embracing-Diversity-and-Inclusion-in-Indonesian-Schools-Challenges-and-Policy-Options-for-the-Future-of-Inclusive-Education http://hdl.handle.net/10986/36533 English CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Economic & Sector Work Economic & Sector Work :: Other Education Study East Asia and Pacific Indonesia |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
INCLUSIVE EDUCATION DISABILITY INCLUSION TEACHER TRAINING ACCESS TO EDUCATION EDUCATION EQUITY EDUCATION FOR ALL EDUCATION SERVICE DELIVERY |
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INCLUSIVE EDUCATION DISABILITY INCLUSION TEACHER TRAINING ACCESS TO EDUCATION EDUCATION EQUITY EDUCATION FOR ALL EDUCATION SERVICE DELIVERY Hata, Anna Yuwono, Joko Purwana, Ruwiyati Nomura, Shinsaku Embracing Diversity and Inclusion in Indonesian Schools : Challenges and Policy Options for the Future of Inclusive Education |
| geographic_facet |
East Asia and Pacific Indonesia |
| description |
Today, children with disabilities
continue to be one of the most disadvantaged social groups
and experience barriers to access and full participation in
education in Indonesia. This policy note reviews the current
status of Inclusive Education (IE) in Indonesia with
dedicated attention to children with disabilities, focusing
on school facilities and environment, teacher competency,
and governance and service delivery. This study used focus
group discussions to understand stakeholder perspectives in
the implementation of IE, in addition to an extensive review
of policy frameworks and IE practices in Indonesia and
international good practices. This policy note finds that
while the government has made progress on establishing
policy framework for IE, the implementation of IE faces
significant challenges. IE has not been fully mainstreamed
into the education system due to limited legal and financial
responsibilities and coordination at national, local and
school levels. There is a strong need for improved
accessibility and quality of inclusive schools, teacher and
staff training, and increased administrative capacity.
Limited cross-sectoral collaboration can prevent children
with disabilities from appropriate learning and smooth
school transitions, but this issue could have been
exacerbated during the COVID-19 (coronavirus). This policy
note provides policy recommendations in three strategic
areas including access and equity of IE, quality of teaching
and learning, and improved governance and ecosystem of
service delivery. It is indispensable to ensure equitable
access to inclusive schools in every sub-district/city in
every education level. Teacher training and support
mechanisms in IE is needed for all teachers, thus providing
an opportunity to understand what inclusion is. Improved
coordination, budget allocation, capacity building should
happen across different levels of administration, providing
better opportunities for children with disabilities. |
| format |
Report |
| author |
Hata, Anna Yuwono, Joko Purwana, Ruwiyati Nomura, Shinsaku |
| author_facet |
Hata, Anna Yuwono, Joko Purwana, Ruwiyati Nomura, Shinsaku |
| author_sort |
Hata, Anna |
| title |
Embracing Diversity and Inclusion in Indonesian Schools : Challenges and Policy Options for the Future of Inclusive Education |
| title_short |
Embracing Diversity and Inclusion in Indonesian Schools : Challenges and Policy Options for the Future of Inclusive Education |
| title_full |
Embracing Diversity and Inclusion in Indonesian Schools : Challenges and Policy Options for the Future of Inclusive Education |
| title_fullStr |
Embracing Diversity and Inclusion in Indonesian Schools : Challenges and Policy Options for the Future of Inclusive Education |
| title_full_unstemmed |
Embracing Diversity and Inclusion in Indonesian Schools : Challenges and Policy Options for the Future of Inclusive Education |
| title_sort |
embracing diversity and inclusion in indonesian schools : challenges and policy options for the future of inclusive education |
| publisher |
World Bank, Washington, DC |
| publishDate |
2021 |
| url |
http://documents.worldbank.org/curated/undefined/535361634052935364/Embracing-Diversity-and-Inclusion-in-Indonesian-Schools-Challenges-and-Policy-Options-for-the-Future-of-Inclusive-Education http://hdl.handle.net/10986/36533 |
| _version_ |
1764485415403782144 |