MESC IE unit staff be provided with opportunities to upgrade their IE qualifications Agree This can be part of MESC’s professional development or capacity building of staff and in collaboration with service providers, DFAT and other agencies (NUS/USP/APTC) provide relevant opportunities. MESC An IE Administrative Assistant position be established in the IE unit to maximise use of expertise availed by the professional staff Disagree There shouldn’t be a separate administrative position for IE. The program is currently trying to integrate IE into all aspects of work so that it is not separate MESC Consideration be given to appointing an IE Adviser to the MESC IE unit over the next 24 month period, to support oversight of the various development activities planned, including development of TORs for the various studies proposed. Agree Achieved – there is now a permanent IE Adviser position in MESC and funded by the Government of Samoa. The position was filled in October 2016. MESC Inclusive Education Standards R4 Technical support be provided to MESC, to develop IE Standards/ Guidelines covering all aspects of inclusive education, in all education institutions in the country, including regular, special, mission, private, early childhood, primary, secondary and post school schools and the National University of Samoa; addressing issues such as: inclusive enrolment criteria, curriculum and assessment adaptation, examination special provisions, use of assistive devices and special resources, infrastructure and Agree TA support can be provided under DFAT’s Education Technical Assistance Support for Inclusive Education. MESC can also fund for technical support to implement IE recommendations through the Sector Budget Support funds. DFAT in collaboration with MESC
Comprehensive, Whole-of-School Approach to School Development of Inclusion R14 MESC to develop and trial a whole-of-school approach to the development of disability inclusive primary schools, whereby school administrators. Assessing the disability inclusiveness of the schools, using the newly developed Inclusion Indicators (refer R 5 above), involving school, parents, community members and facilitators, and a school disability inclusion improvement and capacity building plan; progressively implement the plan (with external support in specific areas) and monitor change over time Long term plan for the program. This can come after the development and set up of IE Champion Schools. IE Task Conduct a school / community mapping exercise to identify the range and number of CWD in the school catchment, and develop individual plans for their access to disability support services and education MESC to consult MWCSD to start this work. This exercise can also be incorporated with other studies/ reviews that have been recommended to ensure that it is not burdensome on the sector. MESC/MWCSD Conduct a school-community mobilisation to promote IE, potentially using the Index of Inclusion model; Not sure what this is but sounds like something for the long term This recommendation also fits in with the Information/ Advocacy Strategy work. IE Taskforce Identify suitable teachers for advanced training as IE resource teachers Trial, on a whole of school basis, inclusive education capacity building covering critical topics (potentially using the International’ program, discussed in 3.2 above Partially MESC to seek TA support for this under sector program. A number of teachers have gone through training at APTC. A new cohort is Government of Samoa (MESC, MWCSD)