Inclusive Education and Its Significance
Inclusive Education and Its Significance
In 1994, Secretary Ritzen, representing the Dutch government, signed the Salamanca Statement, an authoritative document on inclusive education. By signing it, governments commit themselves to inclusivity.
In the 2015 Education and Training Monitor by the European Commission, the outlines of the situation on that moment are sketched. In the monitor, three benchmarks are described which can help to further inclusion in the educational and training system in Europe and push back educational poverty,* which is one of the biggest problems in Europe.
The ultimate goal is an educational system which offers equal opportunities to everyone. Unfortunately, chances and results are still highly dependent on both the migrational as well as the socio-economic background of young people. An important marker for educational poverty is dropping out of school without a certificate for higher secondary education (EU2015, 11.1%). 60% of the people who drop out of school prematurely remain inactive or unemployed, which proves that educational poverty has far-reaching effects on the long term.
Important for Development and Opportunities
If adults gain insufficient knowledge and experience during their basic education and lack adequate competences, they often have insufficient perspective on a professional career. If employment is found, it is often a job which lacks quality and opportunities. Because of that, there is no motivation to get a higher education. In Europe, one in every four adults experiences this. (Source: Education and Training Monitor 2015, European Commission)
Creating an inclusive society and along with that inclusive education is therefore of great importance to every individual, and the current political agenda seems to be focussed on creating an inclusive society indeed. Nevertheless, the situation often is unclear, partly because conflicting laws often inhibit extensive co-operation between the health-care and educational systems. Because of this, both are under great pressure, and discussions about money and investments/saving monopolize the political debate. It appears that it is not so easy to come up with a coherent theory which clarifies the challenges that inclusion provoke. Striving for inclusion is a choice which initially comes from the heart. Did we really make this choice in the current landscape, which is under so much pressure from discussions about finances?
I would very much like to contribute to the discussion of inclusion, its significance, and especially what it means for the educational system. The journeys in which I investigate (inclusive) education keep confirming how formative education is. Its influence is unrelated to the measure in which an educational system is (un)organized. I would be honoured to be able to share my view on reality with you and thus give you the opportunity to broaden your own perception with a new perspective on the world. To see something always also means not to see something. The significance lies in meeting one another and coming to an exchange.
Inclusive education, a heart’s desire
I fully embrace inclusive education and would very much like to meet you and exchange perspectives.
In order to keep my view on the world of education inquisitive and keen, I visit educational institutions all over the world. It is my conviction that awareness, activation and the subsequent step to participation can inspire people and make them curious about an education, which enables them to commit to an organization or the country in which they live.
Want to learn more?
- Croatia, my first trip in search of the organization of education outside of The Netherlands
- Spain, in search of inclusion in a country which signed the Salamanca Statement, as did The Netherlands
- Cambodia, in search of participation in a country in which the history of the state determines the state of education
- Gambia, in search of participation in a country without compulsory education
- Turkey, in search of participation in a country with relatively many children with special needs
- Cuba, excellent education with high participation in a poor country
- Education in the Philippines; is compulsory education a qualitative or quantitative answer to increase worldwide knowledge?
- Education in Sri Lanka, volunteer work in schools how does it work and is it necessary
Want to learn more about the way I work?
I would love to tell you how I work! Do you have a question? You can reach me on (+31)(0)6-51380382 or contact me by email.