Curriculum

This project was initiated in 2012 collaborating with UNESCO Asia Pacific Regional Bureau of Education (UNESCO Bangkok) and a network of Asian researchers on inclusive education was formulated to conduct this research project. The network was consisted of young scholars and fellows who were researching inclusive education in Japan and other Asia Pacific countries. The first period of the research project was led by Waseda University, and then CICE, Hiroshima University took over the initiative for the second period. The members continued the research works throughout the two periods.

This document presents an analysis framework that has been developed to map inclusive education policies. Specifically, it has been developed to systematically record available documentary evidence on country policies for inclusive education in a highly structured way, as a result of the different aspects of policy analysis work conducted by the Agency. This analysis framework has notably been directly used in some of the projects financed by within the European Commission Structural Reform Support Programme (SRSP) activities.

This paper outlines a short programme of work designed to follow up on the Agency’s Raising the Achievement of All Learners in Inclusive Education (Raising Achievement – RA) project, which ran from 2014 to 2017. It describes the purpose of the follow-up study, outlines the methodology used and describes the main changes to policy and practice that can be attributed to the project in full or in part, directly or indirectly. Finally, it highlights key learning points from this work for different stakeholder groups in the RA project.

Its main focus is on the theme of migration and displacement. It presents evidence on the implications of different types of migration and displacement for education systems but also the impact that reforming education curricula and approaches to pedagogy and teacher preparation can have on addressing the challenges and opportunities posed by migration and displacement. It gives voice to experiences in host and home communities.

Specifically, it seeks to enhance knowledge on the relevance of secondary education and curricula, especially for youth, and addresses the need to regain young learners’ trust in education and to arrive at more positive social constructions of youth among educators, parents and education authorities. In so doing, this study explores the subjective dimension