1. A case study of culturally informed disability-inclusive education policy development in the Solomon Islands
- Author
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Ambrose Malefoasi, Casper Joseph Fa'asala, Jennifer Duke, Suzanne Carrington, Hitendra K. Pillay, Julie Nickerson, Megan J. Tones, and Benedict Esibaea
- Subjects
Economic growth ,media_common.quotation_subject ,05 social sciences ,050301 education ,Developing country ,Public policy ,Policy analysis ,Education ,Promotion (rank) ,Arts and Humanities (miscellaneous) ,Work (electrical) ,Political science ,0501 psychology and cognitive sciences ,Quality (business) ,Education policy ,0503 education ,Inclusion (education) ,050104 developmental & child psychology ,media_common - Abstract
Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country – the Solomon Islands. It is well understood that the promotion of quality in disability-inclusive education requires a clearly stated policy; however, in many developing countries, there has been a history of policy borrowing rather than culturally informed policy development. This paper will critically discuss how policy development occurs in aid-funded development work and then offers an alternative model of Australian aid-supported policy development as an in-depth case study.
- Published
- 2016
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