La construcción de la sociedad civil en las políticas locales de inclusión educativa :El caso de Fe y Alegría en el período 2011-2012
Since 2011, with the issuance of the Organic Law of Intercultural Education, the educational system of Ecuador has been transformed in several aspects. One of these aspects is related with the principle of inclusion, which all kind of schools must adopt. With this purpose, Ministry of Education in E...
| Autor Principal: | Sarmiento Barreno, Jaime Alfonso |
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| Formato: | masterThesis |
| Idioma: | spa |
| Publicado: |
2015
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| Materias: | |
| Acceso en línea: |
http://dspace.ups.edu.ec/handle/123456789/9336 |
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| Sumario: |
Since 2011, with the issuance of the Organic Law of Intercultural Education, the educational system of Ecuador has been transformed in several aspects. One of these aspects is related with the principle of inclusion, which all kind of schools must adopt. With this purpose, Ministry of Education in Ecuador has created a management model for inclusive education. However, this obligation that school have to carry on has not been followed by an effective and clear policy, which has determined that results in terms of inclusion still so far of the demands of the population, considering the diversity of their necessities. To analyze this problem, the present investigation starts with a review of the system of theories about inclusion policies, the political vision of difference and the advocacy of the third sector to the definition, modification or promotion of inclusive public policies. Furthermore, we will review the situation of the population with disability and the management model developed by Ministry of Education to guarantee an inclusive education, which will be compared with the inclusive model developed by Fe y Alegría, an third sector organization which has developed an extensive experience in the inclusion field, showing that there are many significant inputs that could emerge from the third sector, in terms of structure, planning, strategy, innovation and good practices. In the last chapter, it will be reviewed the distinctive elements that make the organizations of third sector, natural partners to the implementation of public policies in the diversity attention field. Finally, since the lessons learned through the experience of the inclusive education model of Fe y Alegría, I will present a public policy proposition for inclusive education, as an example of the contribution that can emerge from the association between government and no governmental organizations. |
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