The challenges facing The challenges facing

Implementation of Inclusive Implementation of Inclusive

Education in PakistanEducation in Pakistan

Dr. Dr. FayazFayaz Ahmed Ahmed BhattiBhattiDirector Inclusive EducationDirector Inclusive Education

Directorate General of Special EducationDirectorate General of Special Education

Ministry of Social Welfare and Special Education,Ministry of Social Welfare and Special Education,

GOVERNMENT OF PAKISTANGOVERNMENT OF PAKISTAN

Islamic Republic of Pakistan Islamic Republic of Pakistan

Rs.28,933 Rs.28,933

(US $ 492 approximately)(US $ 492 approximately)

Annual per Annual per

capita incomecapita income

149.03 million (1998 census)149.03 million (1998 census)PopulationPopulation

796,095 Sq. km.796,095 Sq. km.Total AreaTotal Area

IslamabadIslamabadCapitalCapital

Source: Source: Source: Source: www.gov.pkwww.gov.pkwww.gov.pkwww.gov.pk

Parliamentary formParliamentary formGovernmentGovernment

51.6 %51.6 %Literacy rateLiteracy rate

Urdu (National) and Urdu (National) and

English (Official)English (Official)

LanguagesLanguages

Source: Source: Source: Source: www.gov.pkwww.gov.pkwww.gov.pkwww.gov.pk

Education SectorEducation Sector

2929

1010

Universities Public SectorUniversities Public Sector

Private SectorPrivate Sector

374374Professional CollegesProfessional Colleges

925925Arts & Science CollegesArts & Science Colleges

12,90012,900High SchoolsHigh Schools

19,10019,100Middle SchoolsMiddle Schools

164,200164,200Primary SchoolsPrimary Schools

Source: Source: Source: Source: www.gov.pkwww.gov.pkwww.gov.pkwww.gov.pk

1.04%1.04%8,4348,434ISLAMABADISLAMABAD

2.70%2.70%80,33380,333AJKAJK

2.46%2.46%21,70521,705NORTHERN NORTHERN

AREASAREAS

2.12%2.12%3,75,4483,75,448NWFPNWFP

3.05%3.05%929,400929,400SINDHSINDH

2.23%2.23%146,241146,241BALOCHISTANBALOCHISTAN

2.48%2.48%1,826,6231,826,623PUNJABPUNJAB

PERCENTAGEPERCENTAGENO. OF DISABLED NO. OF DISABLED

PERSONSPERSONS

Source: National Population Census, 1998 (GOP)Source: National Population Census, 1998 (GOP)Source: National Population Census, 1998 (GOP)Source: National Population Census, 1998 (GOP)

(2.49% of total population)(2.49% of total population)(2.49% of total population)(2.49% of total population)

POPULATION OF PERSONS WITH POPULATION OF PERSONS WITH

DISABILITIES IN PAKISTANDISABILITIES IN PAKISTAN

The Union of the Physically Impaired The Union of the Physically Impaired Against Segregation (UPIAS)Against Segregation (UPIAS)

““The disadvantage or restriction The disadvantage or restriction

caused by a contemporary social caused by a contemporary social

organistaion which takes no or organistaion which takes no or

little account of people with little account of people with

disabilities and thus excludes disabilities and thus excludes

them from participation in the them from participation in the

mainstream of activitiesmainstream of activities””

Disabled People International(DPIDisabled People International(DPI))

““Disability has too long been viewed as Disability has too long been viewed as

a problem of the individual and not the a problem of the individual and not the

relationship between his/her relationship between his/her

environmentenvironment””

BackgroundBackground

�� The National Policy for Persons with The National Policy for Persons with Disabilities launched in 2002 envision Disabilities launched in 2002 envision ““full full realization of the potential of persons with realization of the potential of persons with Disabilities through their inclusive Disabilities through their inclusive mainstreamingmainstreaming””

�� Ensuring greater access of children with Ensuring greater access of children with mild and moderate disabilities to mild and moderate disabilities to mainstream and local education is central mainstream and local education is central to achieve determined goals. to achieve determined goals.

�� The 1998 census report estimates 2.49% can be The 1998 census report estimates 2.49% can be considered disabled.considered disabled.

�� About twenty million children of ages group 5About twenty million children of ages group 5--9 9 years.years.

�� About 66% of school age children are getting About 66% of school age children are getting education facility, where as, 34% of school age education facility, where as, 34% of school age children are deprived of this facility.children are deprived of this facility.

�� Above figures indicates that about 6 million Above figures indicates that about 6 million children have no access to primary education children have no access to primary education which are alarming for any developing country.which are alarming for any developing country.

�� The children with disability is one of the major The children with disability is one of the major segments of this population.segments of this population.

Why such high number of children Why such high number of children

are not attending schoolsare not attending schools

�� Poverty /Unemployment/ underemploymentPoverty /Unemployment/ underemployment

�� Poor family attentionPoor family attention

�� Gender discrimination which leads to lack of female Gender discrimination which leads to lack of female children education in rural areaschildren education in rural areas

�� Accessibility to the schools for normal as well as for Accessibility to the schools for normal as well as for children with disabilities children with disabilities

�� Traditional and conservative way of thinkingTraditional and conservative way of thinking

�� Lack of awareness among the masses regarding Lack of awareness among the masses regarding education for children with disabilities as well as for education for children with disabilities as well as for normal children normal children

�� DisabilityDisability

Special Education in PakistanSpecial Education in Pakistan

�� The Directorate General of Special Education under the The Directorate General of Special Education under the Ministry of Social Welfare and Special Education catering the Ministry of Social Welfare and Special Education catering the services of education, preservices of education, pre--vocational training and vocational training and rehabilitation through 51 Special Education Institutions and rehabilitation through 51 Special Education Institutions and 13 National Centres for children with different disabilities 13 National Centres for children with different disabilities across the countryacross the country

�� At present a network of all Federal, Provincial and NGOs At present a network of all Federal, Provincial and NGOs based Special Education based Special Education CentresCentres catering to about 24,000 catering to about 24,000 children with disabilities, it reveals that only 4% of the totalchildren with disabilities, it reveals that only 4% of the totalchildren with disabilities are facilitated with the provided children with disabilities are facilitated with the provided servicesservices

�� Despite of continues efforts from all stakeholders, we could Despite of continues efforts from all stakeholders, we could not serve for more than 4%. On the other hand, 96% school not serve for more than 4%. On the other hand, 96% school age children with disabilities have no access to school and age children with disabilities have no access to school and deprived of all services. Even they remain invisible in all deprived of all services. Even they remain invisible in all educational planning.educational planning.

Existing situationExisting situation

�� The average estimated cost of special education is The average estimated cost of special education is Rs.30,000 per child per annum as compared to Rs.2,000 per Rs.30,000 per child per annum as compared to Rs.2,000 per child per annum studying in ordinary school.child per annum studying in ordinary school.

�� The enrollment ratio cannot be increased unless the primary The enrollment ratio cannot be increased unless the primary schools at the doorstep of these children are made open schools at the doorstep of these children are made open and welcoming through inclusive approach as it is not and welcoming through inclusive approach as it is not possible to open special schools at all locations.possible to open special schools at all locations.

�� The drop out rate at primary level is about 40 % because of The drop out rate at primary level is about 40 % because of rigid admission policy, curricula, assessment procedures and rigid admission policy, curricula, assessment procedures and poor teacherpoor teacher’’s behavior.s behavior.

�� The school tends to see and remains happy with uniformity The school tends to see and remains happy with uniformity rather than diversity. It needs substantial improvement to rather than diversity. It needs substantial improvement to cater for the diversified needs of all children.cater for the diversified needs of all children.

�� According to National Policy for Persons with Disabilities, According to National Policy for Persons with Disabilities, 2002 clearly made commitment for IE in the country.2002 clearly made commitment for IE in the country.

�� The implementation of inclusive education, however, is not The implementation of inclusive education, however, is not possible without making it an agenda of Ministry of possible without making it an agenda of Ministry of Education and National and Provincial level. Education and National and Provincial level.

�� Although Pakistan is signature of many International Although Pakistan is signature of many International commitment, the dream of Inclusive Education has not yet commitment, the dream of Inclusive Education has not yet become a true reality in our country except a handful become a true reality in our country except a handful private institutions offering IE without proper facilitation andprivate institutions offering IE without proper facilitation andsupport.support.

�� The Directorate General of Special Education has recently The Directorate General of Special Education has recently started Pilot Project for Inclusive Education in 14 different started Pilot Project for Inclusive Education in 14 different schools (7schools (7--male and 7male and 7--female)female)

Existing situationExisting situation

�� The Ministry of Education both at National and provincial The Ministry of Education both at National and provincial level is not fully sensitized/motivated to include children level is not fully sensitized/motivated to include children with disabilities in EFA targets. with disabilities in EFA targets.

�� We are succeed to have joint We are succeed to have joint declarationdeclaration between M/o between M/o Education and M/o SW&SE on the 27Education and M/o SW&SE on the 27thth April 2005 in April 2005 in Islamabad for future cooperation.Islamabad for future cooperation.

�� International donor/ sponsoring agencies need to redirect International donor/ sponsoring agencies need to redirect their resources to encourage inclusive education as a token their resources to encourage inclusive education as a token of international commitments.of international commitments.

Existing situationExisting situation

The law is the first essential in The law is the first essential in

improving the condition of the improving the condition of the

disabled. It is at once the disabled. It is at once the

foundation and the grid on foundation and the grid on

which to build for equity and which to build for equity and

fairness of opportunityfairness of opportunity

LEGISLATIONLEGISLATIONLEGISLATIONLEGISLATIONLEGISLATIONLEGISLATIONLEGISLATIONLEGISLATION

Salamanca Statement And Framework

Salamanca Statement And Framework

Of Action (UNESCO1994)

Of Action (UNESCO1994)

““ The right to education of every

The right to education of every

individual as enshrined in the 1948

individual as enshrined in the 1948

UNIVERSAL DECLARATION of human

UNIVERSAL DECLARATION of human

rights and renews the pledge made

rights and renews the pledge made

by the world community at the 1990

by the world community at the 1990

World Congress on Education for all

World Congress on Education for all

to ensure that right for all regardless

to ensure that right for all regardless

of any individual differences

of any individual differences ””

United Nations Standard Rules on

United Nations Standard Rules on

equalization opportunities, 1994

equalization opportunities, 1994

��““ The education of disabled children should

The education of disabled children should

be an integral part of the education

be an integral part of the education

system

system

””

��““ Parent groups and organisations of

Parent groups and organisations of

persons with disabilities should be

persons with disabilities should be

involved in the education process at all

involved in the education process at all

levels

levels

””

Challenges in Implementation of Challenges in Implementation of

Inclusive Education in PakistanInclusive Education in Pakistan

�� Awareness in the communityAwareness in the community

�� Acceptance in general publicAcceptance in general public

�� Poor accessibilityPoor accessibility

�� Shortfall in Policies designed for normal Shortfall in Policies designed for normal

education institutions education institutions

�� Lack of interaction/coordination between Lack of interaction/coordination between

Normal and Special Education, ministries, Normal and Special Education, ministries,

policy makers and Institutions.policy makers and Institutions.

�� Our religion, Islam, emphasis to provide due opportunities Our religion, Islam, emphasis to provide due opportunities to all human being without discrimination of race, religion, to all human being without discrimination of race, religion, ability or disability etc. Teachings of Islam, clearly support ability or disability etc. Teachings of Islam, clearly support the idea of inclusive education.the idea of inclusive education.

�� The community must be sensitized towards IE.The community must be sensitized towards IE.

Awareness in community Awareness in community

Acceptance in general publicAcceptance in general public

�� The parents of able bodied children may be The parents of able bodied children may be motivated to encourage their children to accept motivated to encourage their children to accept their friends with disabilities with warm hands.their friends with disabilities with warm hands.

�� The parents of children with disabilities may be The parents of children with disabilities may be encouraged to bring their special children into encouraged to bring their special children into normal education institutions.normal education institutions.

�� The awareness in all groups of society at all levels The awareness in all groups of society at all levels to create acceptance and promotion of social to create acceptance and promotion of social inclusioninclusion

Easy accessibilityEasy accessibility

�� Friendly physical environment must be created in all Friendly physical environment must be created in all public, government and other places.public, government and other places.

�� In normal education institutions such facilities for In normal education institutions such facilities for mild children with disabilities should be provided mild children with disabilities should be provided which could help them in mainstreaming.which could help them in mainstreaming.

Review of existing PoliciesReview of existing Policies

�� The Ministry of Education must revised their policies for The Ministry of Education must revised their policies for adoption of Inclusive Education in normal education adoption of Inclusive Education in normal education institutions.institutions.

�� Initially, in all primary schools in the country, a unified Initially, in all primary schools in the country, a unified policy , education for all should be adopted. policy , education for all should be adopted.

�� Special Education Special Education CentresCentres should provide facilities to the should provide facilities to the sever type of disability. The load of mild and moderate sever type of disability. The load of mild and moderate children with disabilities should be taken up by normal children with disabilities should be taken up by normal education institutions.education institutions.

�� Training arrangement for normal school teachers which Training arrangement for normal school teachers which could help them for inclusive education.could help them for inclusive education.

�� Assistive devices should be arranged for children with Assistive devices should be arranged for children with disabilities. disabilities.

Legislation and Policy and planning at Federal, Provincial and District

Advocacy groups should be formulated for legislation and Policy and planning at Federal, Provincial and District levels:-

a. Legislative group under the Chairmanship of Ministry of Special Education.

b. Policy and Planning group under the Chairmanship of Secretary, Ministry of SW&SE.

3. Ministry of Social Welfare and Special Education and Provincial counterparts should take the responsibility to initiate the functioning of these groups as a major stakeholder.

Coordination between line Coordination between line

departments/agenciesdepartments/agencies

�� The federal government should enhanced the The federal government should enhanced the budget of education department to encourage budget of education department to encourage them for Inclusive Education system.them for Inclusive Education system.

�� The teachers training should be carried out by The teachers training should be carried out by National Training Institute for Special Education.National Training Institute for Special Education.

�� Disabled friendly physical development must be Disabled friendly physical development must be adopted in new projects and enhancement in the adopted in new projects and enhancement in the existing structure should be ensured.existing structure should be ensured.

�� Councils for rehabilitation of children with Councils for rehabilitation of children with disabilities may provide assistive devices as per disabilities may provide assistive devices as per actual requirement of each disabled at federal actual requirement of each disabled at federal and provincial level.and provincial level.

Thank YouThank You