WIAPS専任教員・助手, WIAPS受入の交換研究員・訪問学者・外国人研究員, GSAPS修士課程・博士後期課程在学生
Disparities within Policy on Equity and Inclusion (A Trade-off between Needs and Realities of Inclusive Education in Cambodia) and a Proposed Study on the Dynamics of Skills Formation of Children without Disabilities
This research has aimed to make an empirical contribution highlighting existing policy disparities at the international and national levels, taking the case study of educational equity concepts in Cambodia. To be concrete, it investigates whether educational equity is found on aspects of embracing inclusion and promoting inclusive education in classroom settings for all major social groups including those defined by gender, ethnicity, disability, poverty and rurality. And very importantly, this research study has aimed to explore whether there are disparities existent within the different educational equity concepts themselves and to investigate the background reasons or the questions on how? and as to why? these disparities arise through the eyes of the local context in Cambodia. In brief, according to this quantitative and qualitative comparative discourse policy analysis, issues on educational equity and inclusion of five identified disadvantaged groups of children are not fully addressed and also practiced as it should be in principle. In terms of the national context, Cambodia has developed numerous significant policies in terms of inclusive education for vulnerable children, particularly for children with disabilities and ethnic monitories. However, targeted groups of disadvantaged children are very limited due to main reasons associated with keywords on “budget” and “sensitivity” on the part of government policy makers. This illustrates a trade-off relationship between the needs and realities of inclusive education in Cambodia. For future research on equity and inclusive education, I also attempt to present a proposed investigation on the distribution and dynamics of social, emotional and cognitive skills through inclusive education from the sociological perspectives of non-disabled pupils learning together with disabled peers in Cambodia for added empirical evidence to promote inclusive education.