Vol. 28 No.

1 January - June 2022 Bi-annual

Education of Socially Disadvantaged Children

The current issue of the newsletter focuses on The current newsletter starts with an article from
‘Education of Socially Disadvantaged Children’. China which discusses the educational situation of
This issue includes articles written in the above context disadvantaged children of the country and the measures
by various experts and researchers from different adopted by the Ministry of Education, together with
member-institutions from China, India, Malaysia, relevant departments, the Party Central Committee,
Pakistan, Philippines and South Korea. Apart from local governments and schools at all levels to focus on
these articles, the issue also includes a section of building a high-quality student funding system, and
important news and events in the context of these ensuring that no student is dropped out of school due to
member-institutions. family financial difficulties. The article enunciates that
in the past ten years, more than a billion students have
been brought under the purview of state funding.
In this Issue...
Education of Socially Disadvantaged Children in 3 The second and third articles, both in the Indian context,
China discusses the progress that has been made by the country
Education of Socially Disadvantaged Children in 4 in terms of the education of socially disadvantaged
Indian Context
children. While the former underlines that the Central
Equitable and Inclusive Provisions in Education 5 as well as the State Governments have rolled out several
Policies in India
policy initiatives in order to ensure equitable access
Educational Disparities across Communities in 7 in education, especially for the disadvantaged groups,
Malaysia
the latter elaborates on the equitable and inclusive
Education for Socially Disadvantaged Students in 8 provisions in education policies in place to promote an
Sabah, Malaysia: Overcoming Challenges for their
inclusive education system. It traces these policies to
Brighter Future
the formative years of the country post-independence.
Education of Socially Disadvantaged Children in 9
Pakistan
The education policies of 1968 and 1986 focused on
promoting the socio-economic and educational needs
Education of Children from Socially Disadvantaged 10
Groups in Pakistan of the SCs and STs with special provisions. However,
the fact that ensuring equity is one of the major areas
Patterns of Marginalisation among Children and 11

4
Status of their Education in Philippines covered under the NEP 2020 proves that there is still a
long way to go in addressing this issue.
The Educational Welfare Policy for Socially 13
Disadvantaged Children in South Korea
Written in the context of Malaysia, the fourth article
News from ANTRIEP Member Institutions 14
discusses the context of the Malaysian Education

Asian Network of Training and Research Institutions in Educational Planning (ANTRIEP) Newsletter

January – June 2022 1

 Blueprint 2013-25, which outlines the action plan for The last article is in the context of South Korea
inclusive education. The blueprint that has been prepared and traces the policy initiatives undertaken by the
by the Malaysian Ministry of Education is committed to South Korean government towards bringing socially
moving more students with special needs towards the disadvantaged children within the school and education
inclusive education programmes and raising the overall system. One of the major efforts in this direction was
quality of the provisions. the Education Welfare Investment Priority Area Support
Project (renamed Education Welfare Priority Support
The subsequent article has also discussed the situation Project in 2011), which has been in place since 2003.
of socially disadvantaged children in Malaysia with Recent developments like the Covid 19 pandemic, has
special focus on the challenges faced by students in exposed further rifts and gaps in the educational sector.
the state of Sabah. The article further elaborates the It is in this light that the Ministry of Education is
education system in Sabah which is also home to socially launching the "Student-Customised Integrated Support"
disadvantaged students who face unique challenges policy, aiming to provide integrated and customised
in accessing quality education, and suggests potential support to disadvantaged students facing complex
solutions to overcome these challenges and ensure a difficulties.
brighter future for these students.
The articles included in the current issue have drawn
The sixth article uses an anecdotal evidence to bring upon the issue at hand on a broad level – both in terms
out the ground reality of the educational needs of of acknowledging its seriousness as well as charting the
diverse socially disadvantaged groups, including girls, course of action towards countering and eliminating it.
transgender, children with special needs, and refugees Several measures and policies have been planned and
in Pakistan. The author underlines that there is an urgent undertaken by each country to alleviate these issues.
need to design a new education strategy to ensure that While the results of these initiatives have been varying
no student is left behind. in their rate of success, there is no denying the fact that
the concise discussions of the policies provided here will
The next article discusses the patterns of marginalisation enable the stakeholders in comparing and contrasting
that still exists in various aspects of the Philippine their approaches and fine tuning them as per their own
society. The author notes that marginalised children specific circumstances. It also has to be mentioned with
in Philippines include those coming from financially added emphasis that all the countries have made an
poor circumstances, those who are forced to work, earnest effort towards the elimination of inequalities and
children with disabilities, children in areas affected by discrepancies faced by socially disadvantaged children
conflict, children in remote areas and children from in accessing schooling and education, in their own
indigenous groups. There have been concerted effort respective societies
towards bringing these children under the purview of
the schooling system, from the part of various branches
of the government. However, there is still a need for Madhumita Bandyopadhyay
multi-sectoral and multi-dimensional efforts, with Editor, ANTRIEP Newsletter
strong collaboration between and among stakeholders,
to counter the societal and environmental factors that
influence the development and education of marginalised
children.

2 ANTRIEP Newsletter
 Education of Socially Disadvantaged Children in China
The Ministry of Education, together with relevant government investment as the mainstay, and funds from
departments, thoroughly implement the decision- schools and society as an important supplement.
making and deployment of the Party Central Committee,
in supervising and guiding local governments and Over the past ten years, we have fully implemented the
schools at all levels to focus on building a high-quality policy of “two exemptions and one supplement” for
student funding system, adhere to the promotion of compulsory education in urban and rural areas. The scope
accurate funding in educational support, and ensure of “one supplement” has been expanded from boarders
that “no student is dropped out of school due to family with family financial difficulties to non-boarders.
financial difficulties”. Presently, student funding is The implementation scope of the nutrition improvement
mainly covered by the government, and supplemented plan has achieved full coverage of the former national
by school and social financing. In terms of the funding key counties in poverty alleviation and development.
approaches, student funding is primarily obtained from The coverage of tuition exemption for secondary
gratuitous grants and supplemented by paid funding. vocational schools, national inspirational scholarships
The student funding mostly goes to students experiencing for higher vocational schools, and state grants has been
hardship, and some go to those having excellent expanded. The number of national scholarships for
academic records, as awards. Student funding covers undergraduate students has increased. The education
28 Central Government-funded projects and combines subsidy policy for retired soldiers has been improved.
“award, support, loan, exemption, pay, supplement, Preparatory students and graduate students from scientific
and the reduction”. Student funding has supported research institutes and other types of training units and
150 million people a year and has reached an annual full-time students enrolled in non-military local students
amount of more than 260 billion yuan. enrolled in military academies are all included in the scope
of the tertiary education student financial support policy.
In the past ten years, the total amount of student funding In the past ten years, nearly 1.3 billion students have
nationwide has exceeded 2 trillion yuan. Among them, been funded. The number of annual financial support
the total amount of financial investment has reached has increased from almost 120 million yuan in 2012 to
1.45 trillion yuan, accounting for 72 per cent of the 150 million yuan in 2021, achieving full coverage of “all
total funds. The total investment funds invested by school sections, all schools, and all students with family
schools and society have reached 0.29 trillion yuan, financial difficulties”, as the funding policy lists out.
accounting for 14 per cent of the total funds. Financial
institutions have issued a total of 0.27 trillion yuan
of national student loans, accounting for nearly Xiaoli Du
Shanghai Academy of Educational Sciences, China
14 per cent of the total funds. The annual funding amount
Email: [email protected]
doubled from 132.2 billion yuan in 2012 to 266.8 billion
yuan in 2021. The financial investment increased from
102 billion yuan in 2012 to 200.7 billion yuan in 2021,
an increase of 97 per cent. Among those, the central
government’s financial investment increased from
62.8 billion yuan in 2012 to 123.8 billion yuan in
2021, an increase of 97 per cent. Financial support
has continued to grow, forming a funding model with

January – June 2022 3

 Education of Socially Disadvantaged Children in Indian Context
Our constitutional provisions embody the spirit of belonging to SC, ST, Minority community and
equality for all, with inclusive policies in place post- transgender. The Special Focus Districts (SFDs),
independence focussing on non-discrimination against identified on the basis of SC, ST and Minority population
the disadvantaged groups along with provision of equal distribution along with low levels of school participation
opportunities as a means to empower them economically and retention, get special focus for improvement.
and socially. Safeguard measures like the reservation The NEP 2020 also focuses on bridging the social
policy in public institutions, along with various schemes category gaps in access, participation and learning
run by the government, has supported in the upliftment outcomes in both school and higher education.
process. Even after 75 years of independence, a lot The KGBVs are residential schools for girls
of distance needs to be traversed to realise the vision belonging to the disadvantaged groups from Class
laid down in our constitution. Socially disadvantaged VI to XII. The provision of reservation as per the
groups in India include the Scheduled Castes (SCs), government norms is also applicable for students
Scheduled Tribes (STs), Minorities and those from the with 15 per cent seats for Scheduled Caste and
Economically Weaker Sections. As per the 2011 Census, 7.5 per cent seats for Scheduled Tribes reserved in all
India has over 201 million in SC category that account government run educational institutions across all levels
for 16.6 per cent of the population, and over 104 million of schooling. Scholarships and fellowships from the
in ST category that account for 8.6 per cent of the school education up to PhD level are awarded to
population. meritorious students belonging to weaker sections.
Many other interventions are also in the pipeline as a
Education is the only means of emancipation and part of the newly launched National Educational Policy
advancement for those belonging to the socially (NEP 2020) to support the upliftment of the
marginalised and disadvantaged groups, and there disadvantaged groups.
are strong constitutional mechanisms in place in
support of educational advancement of these students. Analysing school statistics, it is clearly discernible
But the question is how long we will take to educate that there has been considerable progress in the school
these children so as to fulfil our constitutional participation levels over the last few decades, wherein
commitment. The Kothari Commission (1964-66) had elementary Gross Enrolments Ratios (GER) for SC
outlined that ‘one of the important social objectives students have increased from 53 per cent in 1991-92
of education is to equalise opportunity, enabling the to 110 per cent in 2021-22, and GER for ST students
backward or underprivileged class to use education have increased from 42 per cent to 103 per cent for the
as a means to improve their condition.’ It is important same period. The trends reflect an encouraging picture
therefore, that equal educational opportunities to every with improved overall participation rates. An important
citizen – including those belonging to disadvantaged aspect visible in the 2021-22 UDISE Plus database is
groups – should be seen as the only way for building a that the GER were higher for female SC students across
more inclusive and just society. all the four levels of schooling. The number of those
leaving the education cycle is highest amongst the
As a part of the equalisation process, the policy support marginalised groups, but data trends clearly show that
for education of the disadvantaged groups has been the dropout rates for SC and ST students have declined
rolled out by the Central as well as the State substantially during the past ten years.
Governments. The RTE Act 2009 is an inclusive
step in mainstreaming those belonging to the
marginalised groups, and has several entitlements Suman Negi
for those belonging to economically weaker NIEPA, India
sections. The Samagra Shiksha is an integrated E-mail: [email protected]
scheme at the school education level for children

4 ANTRIEP Newsletter
Equitable and Inclusive Provisions in Education Policies in India
Education is the fundamental right of every child. Minority Institutes (IDMI), and Strengthening for
Indian Constitution promises equal rights to every child Providing Quality Education in Madrassas (SPQEM)
in having access to education and to create conducive further ensured easy access to primary school education.
eco-system for ensuring participation and completion At secondary school level, education schemes like
of school education. Translating the constitutional Rashtriya Madhyamik Shiksha Abhiyan (RMSA),
provisions, the national policies and government Inclusive Education for Disabled at Secondary Stage
schemes provide for equitable quality education to (IEDSS), Incentives to Girls at Secondary Stage, National
all sections of society, including education of the Merit-cum-Means Scholarship, Financial Assistance
disadvantaged groups. for Appointment of Language Teachers, Adolescence
Education Programme, Girls Hostel, Model School, ICT
The disadvantaged groups in India encompass socially, at School, Vocationalisation of Secondary Education,
economically and educationally deprived population, Model School under Public-Private Partnership (PPP)
mainly comprising of Scheduled Castes (SCs), mode have been operational to enhance the access and
Scheduled Tribes (STs), Other Backward Classes quality parameters.
(OBCs), girls, Persons with Disabilities (PwD), Out of
School Children (OoSC), Below Poverty Line (BPL) In 2018, the education schemes of SSA, RMSA and
and Economically Weaker Section (EWS). In addition, Teacher Education were merged into one namely,
there are six religious minorities under which Muslims Samagra Shiksha, followed by National Education
and Buddhists have the lowest literacy achievement. Policy (NEP) 2020 focusing on the goals of access,
equity and quality for all children. However, in spite of
The efforts of Indian government towards ensuring the continuous efforts through policies and programmes,
equitable and inclusive education in the country can it has been observed that there remains a huge gap
be traced back to the formative years of the country between the policy and practice. Access to education
post-independence. The education policies of 1968 is achievable but equity and quality parameters bear
and 1986 under the Directive Principles of State Policy contextual underpinnings. A merely right-based
(Article 46) of the constitution focused on promoting the approach and various policies, programmes and
socio-economic and educational needs of the SCs and schemes for disadvantaged groups are not sufficient as
STs with special provisions, are some of these significant the issue of social discrimination is much deeper. NEP
measures. In addition, residential institutions like 2020 aligned itself with Sustainable Development Goals
Navodaya Vidyalaya Samiti (NVS), Ashram schools, (SDGs) and visualises the learning of all children with
Ekalavya schools were established and incentives like equity and inclusivity.
fee exemption, free textbooks, scholarships, free meals,
free bicycles, free uniforms and textbooks were provided Over the years, it has become evident that there
to ensure higher retention rate during school education. remains a huge need for better policies for affirmative
Subsequently, Right to Education (RTE 2009) ensured action and creating an inclusive environment with the
higher enrolment rate through 25 per cent reservation institutionalisation of these policies. The reservation
in private and unaided schools. Education programmes policy in admission and recruitment addressed equity
like Sarva Shiksha Abhiyan (SSA), Schemes for issues to a very large extent. Yet the treatment of the
Infrastructure Development of Private Aided/Unaided disadvantaged groups, particularly SCs and STs, need to

January – June 2022 5

 go a long way in ascertaining equity. Very often, there The goal of equitable access to quality education
is a lack of awareness regarding the available schemes as articulated in NEP 2020 has given a new hope for
for which new mechanisms of information sharing reaching the education goals of equity and inclusion
may be evolved by involving the stakeholders. Better of all groups through SEZs. This can be made more
accountability and monitoring mechanisms are required effective by making context-specific action plans and
for the operationalisation of schemes and scholarships programmes based on the academic credentials of the
to all sections, in order to make them more effective. student irrespective of the social identity.
Further unified Management Information System (MIS)
for tracking the educational progress of disadvantaged
groups from pre-primary to higher education could be Mona Sedwal
made an integral part of the system. NIEPA, India
Email: [email protected]

For Editorial correspondence, please contact:

The Editor
ANTRIEP Newsletter
National Institute of Educational Planning and Administration (NIEPA)
(Deemed to be University)
17-B, Sri Aurobindo Marg, New Delhi - 110 016, India
Tel:(+ 91 11) 26544800, 26565600, Fax: (+ 91 11) 26853041, 26865180
E-mail: [email protected]; [email protected] Website: www.niepa.ac.in

6 ANTRIEP Newsletter
 Educational Disparities across Communities in Malaysia
Education has been described as the most important the participation of girls and women with disabilities
modifiable social determinant of health, and has shown in educational programmes. Article 28 of Malaysia’s
to increase healthy behaviours and improve health Persons with Disabilities Act 2008 affirms that children
outcomes across the lifespan. Education policies may with special needs should be given the necessary
partially compensate for disadvantage in schools. support to “facilitate their full and equal participation
They can, for instance, provide more educational in education”. Based on international best practices
resources and staff to these schools, or offer incentives to and current national policy, the Malaysian Ministry of
the best teachers to encourage them to work and remain Education is committed to moving more students with
in the schools where they are most needed. The situation special needs towards the inclusive education programme
regarding special needs education varies enormously and raising the overall quality of the provision.
from one country to another. There are, for example, The Malaysian Education Blueprint 2013-25 outlines
countries that have well established systems of special the action plan for inclusive education in “Improving
schools for those with specific impairments. However, Access in Preschool Education: Inclusive Education
especially in developing countries, indications are that Programme (IEP) Initiative.” Inclusive education means
the high cost of special schools means, in practice, that giving each and every child an opportunity to learn
only a small minority of students, usually urban elite, at their local school with enough support for them to
benefit from them. The vast majority of students with reach their full potential. This does not require special
special needs, especially in rural areas, are provided with institutions, care or expensive materials. It simply means
no services whatsoever. Indeed, in many developing that all students should have the opportunity to receive
countries, it is estimated that less than 1 per cent of individualised services and approaches to learning.
children with special educational needs are included in
existing educational framework. In combination with school administration and teachers,
the project establishes a dense teaching and counseling
Education is the foundation of children’s future life network to assist students who have difficulties in
and ability to work; therefore, assisting disadvantaged adapting to studying normally. It comprehensively
children in learning how to independently improve their assists the disadvantaged children in improving their
livelihoods is imperative. Most parents see education education and thinking mindset, and tackling problems
as the foundation for their children’s better lives, and they may face in the learning stages. While addressing
rightfully so. It is widely-held as a social leveler, a health outcomes associated with education, one has
way to reduce growing divides in opportunities and to be aware that education plays a crucial role in
outcomes across different strata of society. Children individual and community health and the endeavour
who experience learning disadvantages due to family to implement public policies. Addressing educational
issues are becoming a crucial concern to the society. issues will, therefore, reduce health disparities
Ensuring social mobility and enabling social integration and promote health equity across communities.
are today’s key challenges. These issues provide the
backdrop for the communities we focus on: children and
youth, persons with disabilities, and seniors. Women Nazeri Mohammad
and men should have equal influence on the design of Kuala Lumpur, Malaysia
educational programmes and should equally be able to Email: [email protected]
access them. Special efforts should be made to encourage

January – June 2022 7

 Education for Socially Disadvantaged Students in Sabah,
Malaysia: Overcoming Challenges for their Brighter Future
Sabah, a state in Malaysia, known for its rich their cultural and linguistic needs. Discrimination and
biodiversity and cultural diversity, is also home to marginalisation based on ethnicity or religion can also
socially disadvantaged students who face unique affect the social and emotional well-being of these
challenges in accessing quality education. These students, impacting their educational experiences and
students, who come from low-income families, outcomes.
remote areas, minority groups, and other marginalised
backgrounds, often encounter barriers that hinder Additionally, the students in Sabah also face social and
their educational opportunities and outcomes. emotional challenges such as bullying, peer pressure,
and low self-esteem. These challenges can impact their
One of the main challenges faced by the students in mental well-being and academic performance, and may
Sabah is poverty. According to the Malaysia Education be compounded by the lack of support systems and
Blueprint 2013-25, Sabah has a higher poverty rate resources to cope with these issues. Students in remote
compared to the national average, with some districts areas may also face challenges in accessing mental
having poverty rates as high as 19.5 per cent. Poverty health services and counseling, further exacerbating
can affect a student's ability to afford school-related their social and emotional challenges.
expenses such as uniforms, textbooks, transportation,
and tuition fees, which can result in lower school To address the challenges faced by the students in
attendance and participation. Poverty can also affect a Sabah, collaborative efforts from various stakeholders
student's living conditions, nutrition, and health, which are essential. The government, NGOs, schools,
can impact their physical and cognitive development, communities, and families must work together to
and ultimately their ability to learn effectively in school. ensure that these students have equal access to quality
education and opportunities for success. One of the key
Another challenge faced by the students in Sabah is solutions is to address poverty through targeted financial
access to quality education, especially in remote and assistance programmes, school feeding programmes, and
underserved areas. Sabah is known for its diverse provision of free or subsidised educational resources.
geography, with many remote villages and settlements These initiatives can help alleviate the financial burden
located in challenging terrains such as mountains, on socially disadvantaged students and ensure that they
rivers, and islands. These areas often lack adequate have the necessary resources to participate fully in the
infrastructure, including schools, transportation, and education system. It is also crucial to ensure that these
educational resources, which can result in limited initiatives are sustainable and reach the most vulnerable
access to quality education. Limited access to quality students in remote and underserved areas of Sabah.
teachers, curriculum, and learning materials can hinder
the academic progress of these students and widen the Improving access to quality education in remote areas
education gap between rural and urban areas in Sabah. of Sabah is also crucial. This can be achieved through
measures such as building more schools in remote
Furthermore, the students in Sabah may face cultural and areas, improving transportation infrastructure, providing
language barriers, discrimination, and marginalisation access to digital learning resources, and recruiting and
based on their ethnicity, religion, or indigenous status. retaining quality teachers in rural schools.
Sabah is home to various indigenous groups such as
Kadazan-Dusun, Murut, Bajau, and others; each with Robit bin Yusie Fus Han
its unique cultural heritage and language. Students from and
these minority groups may face challenges in navigating Darussalam Nehemia Bonel Pantulusang
the education system that may not always cater to IAB Cawangan Sabah, Malaysia

8 ANTRIEP Newsletter
 Education of Socially Disadvantaged Children in Pakistan

Maria, a thirteen-year-old resident of an urban slum in hours, terms and age-related regulations. This realisation
Karachi, is one of the thirty previously out-of-school among the key state and non-state stakeholders in
students aged 7 to 15 enrolled in an accelerated primary the country has directed their attention to exploring
education programme at a temporary Non-Formal Basic alternate learning pathways to diversify the provision of
Education (NFBE) centre in their neighbourhood. Like education. Reflections on these programmes during the
many of her peers, this is Maria’s second chance after 2022 National Conference on Out-Of-School Children
having dropped out early from her previous school. (OOSC) in Nigeria pointed towards making these
But the road to education has not been easy for Maria. initiatives cost-effective, relevant and responsive to the
She explains that her family is rather poor and they opportunity cost concerns. Following the expansive
make bedsheets for a living. Maria herself used to work provision of an accelerated primary school curriculum,
with her mother and other siblings before enrolling at the province of Sindh has also launched a middle-tech
the NFBE centre. When she started studying, her father programme that combines elementary school education
got angry because she stopped earning. He asks Maria’s packaged with skill development. Ashraf D. notes that
mother to stop giving her food, as she is only wasting to this end, insights from research suggest learning
time. “My mother often cries about my situation and accelerates if learners are taught through a more
asks me to leave school, but I know she is my only compact curriculum (2019). The study further reveals
support and one day, I will make her proud,” she adds. that ongoing quality professional development support
to Advanced Learning Programme (ALP) teachers could
Insertion of Article 25–A in the Constitution of facilitate their understanding of the technical dimensions
Pakistan in 2010 has made the provision of free and of the accelerated curriculum leading to its effective
compulsory quality education for children like Maria implementation. The OOSC 2022 conference delegates
aged between 5 and 16 years a constitutional obligation deliberated on the responsiveness of existing OOSC
of the state. However, the intersection of discriminatory policy and practice initiatives and delivery modalities to
markers such as poverty, gender, ethnicity, disability, the educational needs of diverse socially disadvantaged
geographical location, and displacement among many groups, including girls, transgender, children with
others coupled with the deficit of educational provision special needs, and refugees and highlighted the need for
complicates the realisation of this constitutional designing a multi-year education strategy. Designing
obligation resulting in the exclusion of millions, mostly and implementing such an inclusive education strategy
girls, from the mainstream education system. Despite would need firm conviction of equity and inclusion,
the gradual improvement in enrolment and retention specialised knowledge, and human and material
across all levels of education, the number of children resources, including technology-driven solutions that
who are not enrolled in schools continues to elevate, also necessitate synergy and collaboration between state
indicating an untenable situation that has been at the and non-state actors.
centre of discourse around equitable access to education
for the most marginalised in the country.
Dilshad Ashraf
The anecdotal evidence from our interactions with the and
most marginalised children and communities confirms Seemi Batool
Yasunaga’s (2014) conclusion that the current structure Aga Khan University Institute for Education
of formal education excludes specific groups of children Pakistan
owing to their inability to follow the fixed duration,

January – June 2022 9

 Education of Children from Socially Disadvantaged
Groups in Pakistan
It is an accepted fact that education is the backbone prompt action, (d). Improved Governance and Financial
of Pakistani society because it plays a crucial role for Efficiency of the education system by streamlining to
not only socio-economic development but also helps deliver result-oriented actions required at the federal
in capacity building of individuals, and accelerates and provincial level, (e) Innovative use of Technology
economic growth by producing skilled manpower. using the power of ICT to maximise implementation
Education also provides pavement for reduction and achieve results, and (f) Active Communication
in poverty, inequality among different segments of Campaign to promote equity and quality in education
society, and consequently improves levels of health across the country. These policy interventions indicate
and life expectancy. Moreover, human capital can only that Government of Pakistan is taking every possible
be produced by providing educational facilities to the step for providing educational facilities to the socially
masses. Realising the impact of education on the socio- disadvantaged groups. However, there is still need to
economic development of the society, the constitution gear up the national impetus to address the quality of
of Islamic Republic of Pakistan accepted education as public sector schooling by devising accountability
a fundamental right as per Article 25-A. The successive mechanism required for achieving global commitment
governments have taken every possible step to provide of SDGs to ensure equitable and inclusive quality
educational facility to the masses irrespective of their education and promote lifelong learning opportunities
social and economic conditions across the country. for all. Federal and provincial/regional governments
But different segments of the society such as socially have introduced education sector reforms from
disadvantaged children belonging to socially and time-to-time in their respective area to fulfill
economically backward segment of the community have international commitments and achieve targets of
not been able to access schools in various parts of the SDGs, which are still difficult because of the lack of
country because of multiple factors, including financial infrastructure and financial constraints for provision of
constraint, social hardships, geographical conditions inclusive education.
and problems within the families. Consequently, around
22.5 million children are still out of school.
Khawaja Sabir Hussain
The National Education Policy Framework 2018 Former Director Research, PIE, Pakistan
was developed on five important pillars to bring Email: [email protected]
improvement in education system for all segments
of society, including disadvantaged children across
the country. These include (a) National Cohesion by
establishing close coordination and collaboration
among national and provincial governments on key
aspects of uniformity and quality in education for all
segments - (b) The Inter-Provincial Education Ministers The January-June 2023 issue of ANTRIEP
Committee (IPEMC) plays an active and decision- Newsletter will focus on the theme
making role in setting common standards to enhance ‘Language of Instruction at the School
national unity, (c) Effective use of using valid, timely Level.’
and reliable information for decision making and taking

10 ANTRIEP Newsletter
 Patterns of Marginalisation among Children and Status of
their Education in Philippines
Marginalisation is a phenomenon that remains evident kindergarten was recorded in Regions III, IV-A, V, VIII,
in the different sectors of the Philippine society. People IX, X, XI, XIII, and NCR. The most significant recorded
are marginalised when they are systematically excluded decrease in enrollment was in Bangsamoro Autonomous
from meaningful participation in society’s activities. Region in Muslim Mindanao (BARMM) (Luz, 2020
Such exclusion prevents them from gaining their basic in SEAMEO INNOTECH, 2021). An estimated
rights (Jenson, 2000) such as education. As defined by 12.4 per cent of the 26.6 million Filipino children aged
UNESCO (2010), marginalisation pertains to situations 5-17 are working. A majority of these children are boys,
of acute and persistent disadvantage in education. Young working in a hazardous environment and/or more than
children belonging to marginalised groups also tend to allowable work hours (SOC, 2011). These working
be those who face economic, social, cultural, or political children are deprived of learning opportunities, valuable
situations that restrict them from receiving quality time for rest and play, and holistic development which
early childhood care and development, and enjoying makes them vulnerable to persistent disadvantage.
its outcomes. Ingrained economic, political, and social Children in areas affected by conflict are those exposed to
processes that operate within the different spheres of a conflict situation, which led them to drop out of school.
society tend to create, maintain, and widen the social The conflict situation makes children susceptible to
inequalities that underlie marginalisation (SEAMEO trauma and deprives them of their right to education.
INNOTECH, 2021). These inequalities linked with Children in far-flung areas and children from indigenous
wealth, gender, location, language, ethnicity, disability, groups are those who are in remote areas and do
and other factors are more likely to interact with and not have access to formal schools. The population of
magnify each other, which create multiple layers children belonging to Indigenous Peoples (IPs) groups
of marginalisation that perpetuate social exclusion. in the Philippines is estimated at 2.5 million. The lack of
However, within and across societies, identifying who disaggregated data, particularly on ECCD-age children,
the marginalised are, may differ based on their national implies the invisibility of these children and emphasises
and local context (UNESCO, 2010 in SEAMEO their marginalisation (SEAMEO INNOTECH, 2021).
INNOTECH, 2021). The Philippine Government and its different sectors
such as the Departments of Education, Social Welfare
In the Philippines, early grade children from
and Development, Health, National Nutrition Council,
marginalised groups include children in poverty,
the Union of Local Authorities of the Philippines, and
working children, children with disabilities, children
the Early Childhood Care and Development Council
in areas affected by conflict, and children in far-flung
do not turn blind eyes to the layers of marginalisation
areas and children from indigenous groups. Children
being experienced by the Filipino children. They work
in poverty come from families with income below
collaboratively in advancing children’s holistic growth
the poverty line and hence, do not meet the minimum
and development by focusing on the provision of health
food and non-food basic needs which pose risk to
and nutrition, early education, psychological, spiritual,
nutrition and survival. Moreover, children belonging to
and emotional well-being services, and the full range of
poor households lack safe and adequate shelter which
the basic holistic needs of young children in consideration
serves as an additional risk in their daily lives. Poverty
of varied forms of marginalisation in the country.
is linked to poor school participation. Data shows
The different programmes for children in the country
that a significant decrease in the enrollment rate of
include Daycare, the National Child Development

January – June 2022 11

 Centre, Clinic-based ECCD, Home-based ECCD, and among stakeholders as well as responsive measures
Free Pre-primary and Primary education, Multigrade to target societal and environmental factors that influence
programme, Every Child a Reader Programme, the development and education of marginalised children.
Indigenous Peoples Education and Special Education,
Islam-responsive Curriculum, School Health and
Nutrition Programme, Child Protection, and Pantawid Sherlyne A. Almonte-Acosta, Ph.D.
Pamilyang Pilipino Programme (4Ps). Given the and
concerted efforts of the different sectors in the Philippine Erlene G. Umali
society, addressing the layers of marginalisation among SEAMEO INNOTECH, Philippines
children in the Philippines requires multi-sectoral and E-mail: [email protected]/
multi-dimensional efforts, strong collaboration between [email protected]

For further details on ANTRIEP activities, please contact

Dr. Muriel Poisson Dr. Madhumita Bandyopadhyay

International Institute for Educational National Institute of Educational Planning
Planning (IIEP) and Administration (NIEPA)
7-9 Rue Eugene- Delacroix (Deemed to be University)
75116 PARIS, France 17-B, Sri Aurobindo Marg, NEW DELHI-110016, India
Fax: + (33) 1 40728366 Fax: + (91 11) 26853041, 26865180
E-mail: [email protected] E-mail: [email protected]

12 ANTRIEP Newsletter
 The Educational Welfare Policy for Socially Disadvantaged
Children in South Korea
In Korea, providing national support for socially the academic and psychological difficulties of
disadvantaged children has been considered critical. disadvantaged children, necessitating support to make
Since the foreign exchange crisis of 1997, the economic up for their accumulated academic losses. Second, a
downturn has exacerbated educational disparities among more integrated approach is required to respond to
social classes, which has led to an increased need for the complex problems of students such as poor basic
national-level educational support for disadvantaged academic skills, child abuse, school violence, and
groups. To address educational inequalities, the Korean psychological and emotional issues, beyond providing
government has focused on enhancing the public individual services. Third, there is a need for more
nature of education by providing free education from educational support to address the growing diversity of
elementary to high school and offering necessary marginalised groups, including North Korean defectors,
education expenses to low-income students. In addition immigrants, multicultural families, and foreign
to these basic public education policies, the Korean workers. Fourth, it is crucial to enhance the expertise
government has consistently strengthened its efforts to and collaboration of relevant experts such as teachers,
provide tailored support for the educational development counselors, school social workers, and workers in local
of socially disadvantaged children at the national level. community.

One of the flagship national policies is the Education To address the aforementioned challenges, the
Welfare Investment Priority Area Support Project Ministry of Education is launching the "Student-
(renamed Education Welfare Priority Support Customised Integrated Support" policy, starting in 2023.
Project in 2011), which has been in place since 2003. This initiative aims to provide integrated and customised
This project aims to alleviate the impact of support to disadvantaged students facing complex
intergenerational poverty by providing academic, difficulties. The ministry plans to create a collaborative
cultural, psychological, emotional, and welfare support team within schools and establish a supporting system
to schools located in high-poverty areas. To achieve this, to identify and aid potential at-risk students who may be
school social workers are placed in targeted schools, in welfare blind spots. Currently, 19 pilot district offices
and schools collaborate with local communities to of education and 96 leading schools are operating
connect various resources for disadvantaged students. nationwide. Furthermore, a support centre has been
The project targets low-income students, children of established within the Korean Educational Development
single-parents, children of North Korean defectors, Institute to provide continuous field support and
children from multicultural families, and students research. If the project is successfully established in the
with special education needs. As of 2022, around future, it will play a significant role in building a new
55 per cent (6,626) of schools participate in the project, education welfare system that can provide support to all
and approximately 13 per cent (690,637 students) of disadvantaged children in need.
students nationwide have benefited from it.

Despite these national efforts, recent changes in the

social environment have highlighted the need for new Yeseul Choi
directions in education welfare policies. First, the KEDI, South Korea
COVID-19 pandemic and its impact has worsened Email: [email protected]

January – June 2022 13

 News from ANTRIEP Member Institutions
(January-June 2022)
Australian Council for Educational ● IIEP organised the Regional Workshop in French
on “management of education quality in Africa”
Research (ACER) from 21-25 February 2022.
Australia
● IIEP announced an online training course on
● More than 2000 students from 75 schools around “Gender-sensitive educational planning in
Australia took part in the Global Academic Portuguese” in April 2022.
Challenge – a new initiative designed to stretch
high-performing students by applying their skills
and knowledge beyond the traditional curriculum National Council of Educational
in March 2022. Research and Training (NCERT)
● In April 2022, ACER and LEGO Foundation India
developed a framework to help improve the
quality of learning through play at primary school. ● A two-day international webinar on “Toys and
games to play, make and learn” was organised on
20-21 January, 2022 by NCERT under the aegis of
Bangladesh Rural Advancement the Ministry of Education.
Committee (BRAC)
Bangladesh ● NCERT organised the 47th and 48th Jawaharlal
Nehru National Science, Mathematics and
● BRAC University has been ranked GLOBAL
Environment Exhibition (JNNSMEE) for Children
TOP 50 for the United Nations Sustainable
from 8-11 February 2022.
Development Goals (SDGs), in May 2022

● Organised a research dissemination event, ● A five-day online training programme was

“Learning Loss Study and Bridge School conducted from 21-25 March 2022 on the topic
Evaluation” at BRAC’s head office in Mohakhali. “Digital Infrastructure for School Education
(DIKSHA)”.
● The Office of Career Services and Alumni Relations
(OCSAR), BRAC University organised a session titled
“Shikho Digital Learning with BRAC University”. National Institute of Educational
Planning and Administration
International Institute for Educational
(NIEPA)
Planning (IIEP) India
France
● NIEPA conducted an online seminar on
● International Institute for Educational Planning
“Schools and Mental Health: Understanding
(IIEP) conducted a seminar on “Key experiences
the Fundamentals” Live Streaming on School
of initial teacher training in Latin America” in
Leadership Development on PMeVidhya, in
February 2022.
January 2022.

14 ANTRIEP Newsletter
● NIEPA organised an Orientation Workshop Korean Educational Development
on “Education of Disadvantaged Children and Institute (KEDI)
Economically Weaker Sections at the Elementary South Korea
Level: Policy Issues and Programme Intervention’,
in January 2022.
● The Korea Educational Development Institute
(KEDI) announced the results of the "KEDI
● NIEPA conducted a workshop on “Leadership POLL 2021," a comprehensive opinion survey on
for Equity and Excellence: Capacity Building of education, conducted as part of their basic research
School Principals from Eklavya Model Residential project in January 2022.
Schools” in February 2022.
● Conducted the "2022 School Education (Support)
● In March 2022, NIEPA conducted an Orientation- Office Personnel Training" to enhance the
cum-Workshop on “Governance and Management understanding and capacity of educational support
of Quality Early Childhood Care and Education personnel for students with disabilities, ensuring
(ECCE) in India”. continuity of academic progress and safeguarding
their right to education in March 2022.
The Aga Khan University (AKU)
Pakistan ● The Ministry of Education and the KEDI launched
the “2022 School Education Infringement
Prevention UCC Contest” aimed at safeguarding
● In March 2022, Aga Khan University’s Institute of school activities and fostering a culture of respect,
Educational Development (AKU-IED) in Pakistan in June 2022.
held a two-day conference titled “Mathematics
Unites: Connecting, Disciplines, Cultures, and
Communities”. Vietnam Institute of Educational
Sciences (VNIES)
● Aga Khan University in partnership with the Vietnam
Tanzania government initiatives on Early
Childhood Development (ECD), conducted a ● The Vietnam Institute of Science and Education
two-day policy makers workshop at the Aga Khan (VNIES), in collaboration with the Israeli Embassy
Community Centre in Tanzania, in June 2022. in Vietnam and Yad Vashem, held a scientific
seminar with the theme "Teaching and learning
The Aga Khan Education Service about the Holocaust" in February 2022.
(AKES) ● The VNIES, in collaboration with UNICEF
Pakistan Vietnam, organised an international conference
"Educational technology: Towards a sustainable
● The Aga Khan Foundation (AKF) launched The future" in March 2022.
Learning Hub, a free online platform aimed at
strengthening practitioners and empowering ● The VNIES, in collaboration with the American
communities in the field of international RTI Research Institute, organised a training
development, in January 2022. session on “Integrating learning through play into
primary education” from 13-19 April 2022.
● Two new high profile centres for Early Childhood
Development (ECD) have been inaugurated by
the Aga Khan Education Service, Pakistan in
Chitral.

January – June 2022 15

ISSN 0972-7507

ANTRIEP Member Institutions

1. Australian Council for Educational Research 12. National Council of Educational Research
(ACER), 19 Prospect Hill Road, Private Bag – 55, and Training (NCERT), Sri Aurobindo Marg,
Camberwell, Melbourne, VICTORIA-3124, Australia NEW DELHI - 110 016 (India) (www.ncert.nic.in)
(www.acer.edu.au)
13. National Institute of Education (NIE), 80, Preah
2. Balitbang Dikbud Centre for Policy Research (Puslit Nordom Blvd, Phnom Penh-120207, Cambodia
Penelitian), Office for Educational and Culture (www.nie.edu.kh)
Research and Development (Balitbang Dikb),
14. National Institute of Educational Planning and
Ministry of Education and Culture, Jalan Jenderal
Administration (NIEPA), 17-B, Sri Aurobindo Marg,
Sudirman, Senayan, JAKARTA-12070, Indonesia.
New Delhi –110016, India (www.niepa.ac.in)
(www.kemdikbud.go.id)
15. Pakistan Institute of Education, Ministry of Federal
3. Bangladesh Rural Advancement Committee (BRAC)
Education and Professional Training, Taleemi Chowk,
75, Mohakhali Commercial Area, DHAKA – 1212,
G-8/1, ISLAMABAD-44000, Pakistan (http:/aepam.
Bangladesh (www.brac.net)
edu.pk)
4. Campaign for Popular Education (CAMPE), 5/14,
Humayun Road, Mohammadpur, DHAKA – 1207, 16. Research Centre for Educational Innovation and
Bangladesh (www.campebd.org) Development (CERID), Tribhuvan University,
G.P.O. Box 2161, Balkhu, KATHMANDU, Nepal
5. Centre for Multi-Disciplinary Development Research (www.cerid.org)
(CMDR), R.S. No. 9A2, Plot No. 82, Dr. B. R.
Ambedkar Nagar, Near Yalakki Shetter Colony, 17. Institute of Human Resource Development (SIHRD),
Lakamanahalli, Dharwad-580004 KARNATAKA, Shanghai Academy of Educational Sciences 21
India (www.cmdr.ac.in) Chaling Road, SHANGHAI, P.R.C.-200032, China

6. National Institute of Education (NIE), P.O. Box 18. South-East Asian Ministers of Education Organisation
21, High Level Road, Maharagama, Sri Lanka Regional Centre for Educational Innovation and
(www.nie.lk) Technology, SEAMEO INNOTECH P.O. Box 207,
Commonwealth Avenue, U.P. Diliman, Quezon City
7. Institut Aminuddin Baki (National Institute of
1101, Philippines (www.seameo-innotech.org)
Educational Management and Leadership), Malaysia
Education Ministry, Value Education Complex 19. State Institute of Educational Management & Training
71760 Bandar Enstek, Negeri Sembilan, Malaysia (SIEMAT), 25, Sir P.C. Banerjee Road, Allenganj,
(http://iab.moe.edu.my) Prayagraj-211002, ALLAHABAD, Uttar Pradesh,
India (www.siematup.org)
8. International Institute for Educational Planning (IIEP),
7-9 rue Eugene-Delacroix, 75116 PARIS, France 20. The Aga Khan Education Service, Pakistan
(www.iiep.unesco.org) (AKES,P) 1-5/ B-VII, Federal B Area, Karimabad,
KARACHI – 75950, Pakistan (www.akdn.org/akes)
9. Korean Educational Development Institute
(KEDI), 7, Gyohak-ro, Deoksan-eup, Jincheon-gun, 21. The Aga Khan University - Institute for Educational
Chungcheongbuk-do, South Korea (www.kedi.re.kr) Development, (AKU-IED), 1-5/B-VII, Federal
B. Area Karimabad, KARACHI-75950, Pakistan
10. National Academy for Educational Management
(http://www.aku.edu/iedpk)
(NAEM), Dhanmodi, DHAKA – 1205, Bangladesh
(www.naem.gov.bd) 22. Vietnam Institute of Educational Sciences (VNIES),
11. National Centre for Educational Development Centre for Higher and Vocational Education Studies
(NCED), Sanothimi, BHAKTAPUR 2050, Nepal 101, Tran Hung Dao Hoan Kiem HANOI CITY,
(www.nced.gov.np) Vietnam (www.vnies.edu.vn)

Edited by Prof. Madhumita Bandyopadhyay on behalf of the Focal Point, ANTRIEP and published by the Registrar,
National Institute of Educational Planning and Administration, 17-B, Sri Aurobindo Marg, New Delhi-110016.
Processed/printed by the Publication Unit, NIEPA at M/s Viba Press Pvt. Ltd., Okhla Industrial Area, Phase-II,
New Delhi-110020, India.

16 ANTRIEP Newsletter