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Ethos Perspectives
From the Periphery to the Centre: Engendering
Social Inclusion
Reference 4: "Overcoming Exclusion
through Inclusive Approaches in Education: A Challenge &
A Vision"
This paper highlights the potential inclusive character of
education. Inclusive education refers to "an approach
[which] seeks to address the learning needs of all children,
youth and adults with a specific focus on those who are vulnerable
to marginalisation and exclusion." Citing the International
Commission on Education, the report reiterates the need for
education policies to be diversified such that they address
the needs of a diverse group of learners through increased
participation in learning and reducing exclusion within cultures
and communities.
Inclusive education demands that policymakers
identify the characteristics of disadvantaged groups (e.g.,
in terms of income, ethnicity, religion, disability, etc.)
which may curb access to education. Among children, social
inequalities, lack of access to basic services and poverty
are factors that place them at risk and contribute to learning
breakdown and exclusion. Other barriers include: (a) problems
in the provision and organisation of education, including
inaccessibility due to distance, poor governance resulting
in a lack of change, initiative and improvement, and inadequate
curriculum; (b) prejudice and discrimination in the classroom;
(c) the medium of instruction being different from the mother
tongues of the children; and (d) inadequate capability building
opportunities for the staff.
The author also highlights policies and
structures that may reduce inclusiveness, such as a policy
that defines who is "educable" and marginalises
those who are not able to ‘make the mark’, thereby
causing social exclusion. One area where this is commonly
exhibited is in the education of people with disabilities.
An inclusive education should also be relevant and flexible
in its method of assessment, examination and evaluation, taking
into account the needs of children and the everyday experiences
of the learners. Inclusion can also be fostered by providing
teacher training to marginalised groups such as ethnic minorities,
the poor and the disabled so that these individuals can act
as role models for others with the same experiences.
Booth, Tony, Overcoming Exclusion through
Inclusive Approaches in Education: A Challenge & A Vision
(Paris, France: UNESCO, 2003).
http://unesdoc.unesco.org/images/0013/001347/134785e.pdf
(Accessed on 20 September 2007)
Comments/Analysis
Around the world, there is increasing urgency for governments
to espouse social inclusion more aggressively so that fewer
people are left behind in their countries’ development.
Paid work is one of many strategies that has the potential
of engendering social inclusion. In this respect, Singapore’s
Workfare programme advances social inclusion as it helps to
provide the poor—and their children—with adequate
resources to cope with wage stagnation, and experience social
mobility and social inclusion. Workfare is holistic in its
approach as it offers help in other areas such as training,
education and healthcare, at an affordable cost. One major
apparatus for social inclusion is public housing, which has
facilitated social integration across different income segments,
unlike in other parts of the world where low-income individuals
dominate certain residential areas.
Like Ireland, some countries have generated
an action plan for social inclusion and spelled out how social
inclusion objectives are mainstreamed into all areas—employment,
education, housing and healthcare—and at different levels—government,
non-profit organisations, private-sector bodies and other
stakeholders. Others employ legal mechanisms, institutional
frameworks and administrative structures to combat discrimination
against the disadvantaged. It would be useful for Singapore
policymakers to look at what else may need to be done to mainstream
disadvantaged groups into policy and administrative frontiers
to reduce social exclusion. Given that a person’s vulnerability
to social exclusion varies with his life stage, policies and
programmes should reach out to specific groups of disadvantaged
rather than be all-encompassing, so that they have greater
efficacy in the long run.
Prepared by:
Theresa W. Devasahayam, Senior Researcher, Centre
for Governance and Leadership, Civil Service College
Karyn Choo, Senior Executive, Institute of Policy Development,
Civil Service College
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