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This chapter discusses and analyzes the diffusion of the inclusive education concept as a norm of educational policy in developing countries by taking up primary school system in Malawi as a case. For the last two decades, international trends in education for pupils with disabilities have been shifting from "special" or "integrated" education to "inclusive education". Inclusive education was originally launched through the Salamanca Statement, adopted at the World Conference on Special Needs Education in 1994. Adoption and widespread ratification of the 2006 Convention on the Rights of Persons with Disabilities provides the legal basis for this concept. Also, the SDGs, which embrace "inclusive" as a key term in the overarching Goal 4, significantly promote the diffusion of this concept in educational policies in both developed and developing countries. Our research is based on extensive fieldwork; seven classroom observations, 137 questionnaires and numerous interviews with key stakeholders including teachers, principals and parents. Based on this data analysis, the chapter discusses the complexity of diffusion of the norm of inclusive education from international to national, national to local, and suggests a more careful promotion of the new concept in educational practices, while fully acknowledging the achievement and potentials of inclusive education.

Sustainable development --- Policy sciences

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This book records the history of Japan’s international cooperation in education from the 1950s to 2020. It provides a crucial overview of the nearly 70 years since Japan began engaging in international cooperation in education in order to record and document these efforts that range from basic to higher education to technical and vocational education and training, and the large numbers of people involved in their respective areas of activity and specialization. The book provides useful indicators for exploring new forms of education cooperation in this age of global governance and beyond. The authors include not only researchers but also field practitioners, such as personnel from the Japan International Cooperation Agency and NGOs.

Education --- Education and state. --- Cooperació internacional --- Política educativa --- International cooperation. --- Japan. --- Japó --- Educació i Estat --- Política social --- Beques --- Comunitat i escola --- Dret a l'educació --- Administració escolar --- Economia de l'educació --- Escola única --- Legislació educativa --- Política de la joventut --- Institucions internacionals --- Competència econòmica internacional --- Dret internacional públic --- Relacions internacionals --- Ajuda econòmica --- Ajuda sanitària --- Arbitratge internacional --- Assistència tècnica --- Cooperació cultural --- Cooperació europea --- Cooperació mediterrània --- Organismes internacionals --- Policia internacional --- Cooperació intergovernamental --- Organització internacional --- Política exterior --- Reconstrucció, 1939-1951 --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy --- Nihon --- Nippon --- Àsia oriental --- Bonin (Japó : Arxipèlag) --- Honshu (Japó : Illa) --- Ryūkyū (Japó : Arxipèlag) --- al-Yābān --- Giappone --- Government of Japan --- Iapōnia --- I︠A︡ponii︠a︡ --- Japam --- Japani --- Japão --- Japon --- Japonia --- Japonsko --- Japonya --- Jih-pen --- Mư̄ang Yīpun --- Nihon-koku --- Nihonkoku --- Nippon-koku --- Nipponkoku --- Prathēt Yīpun --- Riben --- State of Japan --- Yābān --- Yapan --- Yīpun --- Zhāpān --- Япония --- اليابان --- يابان --- 日本 --- 日本国 --- Jepun --- Yapon --- Yapon Ulus --- I︠A︡pon --- Япон --- I︠A︡pon Uls --- Япон Улс --- International education. --- Comparative education. --- International and Comparative Education. --- History of Education. --- Education Policy. --- History. --- Teaching --- Education, Comparative --- Global education --- Intellectual cooperation --- Internationalism --- History --- Education and state --- Educació

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This Open Access book provides eight problem solving lectures for sustainable development for people, peace, and partnerships. Those are three of the five keywords for the Sustainable Development Goals (SDGs): people, the planet, prosperity, peace, and partnerships or “the 5Ps”. Each of these lectures is classified into one of the keywords for SDGs and based on the history of social thought, human development, law, education, sociology, and peace studies. Further, each lecture delineates the essence of each discipline when it is practically applied to development studies. This book, Sustainable Development Disciplines for Humanity, along with its sister volume related to the planet and prosperity, Society, will be useful in studying development. Interdisciplinary research is necessary to achieve the SDGs advocated by the United Nations. Hence, it is essential to learn the basics of individual disciplines, as they each offer ample knowledge fostering problem solving through the accumulation of existing research. This and its sister volume are the first comprehensive textbooks summarizing the essence of each necessary discipline to approach development studies from an interdisciplinary perspective. In developing countries, this book will provide access to development research for readers aiming to further develop their own nations. Moreover, in developed countries, the book will provide access to problem-solving research for readers seeking holistic solutions to complex social problems.

Development studies --- Political science & theory --- Asian history --- Central government policies --- Development Studies --- Sustainable Development Goals (SDGs) --- Social Welfare --- Human Rights --- Development education --- Sociological approach to development --- Public Private Partnership (PPP) --- Peace Studies

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This Open Access book provides eight problem solving lectures for sustainable development for people, peace, and partnerships. Those are three of the five keywords for the Sustainable Development Goals (SDGs): people, the planet, prosperity, peace, and partnerships or “the 5Ps”. Each of these lectures is classified into one of the keywords for SDGs and based on the history of social thought, human development, law, education, sociology, and peace studies. Further, each lecture delineates the essence of each discipline when it is practically applied to development studies. This book, Sustainable Development Disciplines for Humanity, along with its sister volume related to the planet and prosperity, Society, will be useful in studying development. Interdisciplinary research is necessary to achieve the SDGs advocated by the United Nations. Hence, it is essential to learn the basics of individual disciplines, as they each offer ample knowledge fostering problem solving through the accumulation of existing research. This and its sister volume are the first comprehensive textbooks summarizing the essence of each necessary discipline to approach development studies from an interdisciplinary perspective. In developing countries, this book will provide access to development research for readers aiming to further develop their own nations. Moreover, in developed countries, the book will provide access to problem-solving research for readers seeking holistic solutions to complex social problems.

Development studies --- Political science & theory --- Asian history --- Central government policies --- Development Studies --- Sustainable Development Goals (SDGs) --- Social Welfare --- Human Rights --- Development education --- Sociological approach to development --- Public Private Partnership (PPP) --- Peace Studies --- Development Studies --- Sustainable Development Goals (SDGs) --- Social Welfare --- Human Rights --- Development education --- Sociological approach to development --- Public Private Partnership (PPP) --- Peace Studies

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Sociology of education --- History of education and educational sciences --- Teaching --- Educational sciences --- History --- vergelijkende pedagogiek --- geschiedenis --- onderwijs --- opvoeding --- onderwijsonderzoek