Chapter 1 factors affecting academic performance
Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
Education is everyone’s concern. In 1990, the United Nation Education, Scientific and Cultural Organization (UNESCO) launched Education For All (EFA), the movement to provide quality education for all children, youth, and adults globally by the year 2015.
The right to education is universal and extends to all children, youth and adults with disabilities. This right is enshrined in the Convention on the Rights of the Child (1989) and the Convention on the Rights of Persons with Disabilities (2008). It is also addressed in several significant, international declarations, including the World Declaration for Education for All (1990), the UNESCO Salamanca Statement and Framework for Action (1994), and the Dakar Framework for Action (2000). Ensuring the right to education is at the very heart of UNESCO’s mission, which is also affirmed and recognized by its Member States. Such education must also be a quality education. Thus, UNESCO emphasizes not merely the right to education, but also particularly the right to quality education for all. Majority of children with disabilities in developing countries are currently out of school, while many of those enrolled are not learning. Removing barriers to accessing education and to learning for persons with disabilities are pre-requisites for the realization of Education for All. To ensure that all children have access to quality education, education policies and practices must be inclusive of all learners, encourage the full participation of all, and promote diversity as a resource, rather than as an obstacle. Inclusive education for all will pave the way to prosperity for individuals and for the society, at large. This prosperity will, in turn, lead to a more peaceful and sustainable development of humanity.
Education is the act or experience that has a formative effect on the mind, character or physical ability of an individual. The educational system of every
THE PROBLEM AND ITS BACKGROUND
Introduction
Education is everyone’s concern. In 1990, the United Nation Education, Scientific and Cultural Organization (UNESCO) launched Education For All (EFA), the movement to provide quality education for all children, youth, and adults globally by the year 2015.
The right to education is universal and extends to all children, youth and adults with disabilities. This right is enshrined in the Convention on the Rights of the Child (1989) and the Convention on the Rights of Persons with Disabilities (2008). It is also addressed in several significant, international declarations, including the World Declaration for Education for All (1990), the UNESCO Salamanca Statement and Framework for Action (1994), and the Dakar Framework for Action (2000). Ensuring the right to education is at the very heart of UNESCO’s mission, which is also affirmed and recognized by its Member States. Such education must also be a quality education. Thus, UNESCO emphasizes not merely the right to education, but also particularly the right to quality education for all. Majority of children with disabilities in developing countries are currently out of school, while many of those enrolled are not learning. Removing barriers to accessing education and to learning for persons with disabilities are pre-requisites for the realization of Education for All. To ensure that all children have access to quality education, education policies and practices must be inclusive of all learners, encourage the full participation of all, and promote diversity as a resource, rather than as an obstacle. Inclusive education for all will pave the way to prosperity for individuals and for the society, at large. This prosperity will, in turn, lead to a more peaceful and sustainable development of humanity.
Education is the act or experience that has a formative effect on the mind, character or physical ability of an individual. The educational system of every