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dc.contributor.authorHaug, Marit
dc.contributor.authorFasting, Rolf
dc.contributor.authorHausstätter, Rune
dc.date.accessioned2024-09-18T12:23:09Z
dc.date.available2024-09-18T12:23:09Z
dc.date.issued2024
dc.identifier.isbn978-82-8309-424-4
dc.identifier.issn1502-9794
dc.identifier.urihttps://hdl.handle.net/11250/3153038
dc.description.abstractThis report responds to an assignment commissioned by Norad to review peer reviewed literature on inclusive education in ten selected countries in Africa and Asia: Afghanistan, Ethiopia, Malawi, Mali, Myanmar, Nepal, Niger, Palestine, South Sudan, and Uganda. In the report we seek to show how the global vision of inclusive education is formulated, approached, and practiced in education systems at national and local levels and in schools, and to identify challenges and enablers for inclusion in these ten countries.en_US
dc.language.isoengen_US
dc.publisherNorwegian Institute for Urban and Regional Research (NIBR)en_US
dc.relation.ispartofseriesNIBR Report;2024:6
dc.titleApproaches to inclusive education A review of the literature on inclusive education for children and youth with disabilities in low-income countries in Africa and Asiaen_US
dc.typeReporten_US
dc.description.versionpublishedVersionen_US
dc.source.pagenumber56en_US
dc.relation.project203375en_US


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