An Analysis Of Relationship Between Education For All And Inclusive Education

As a fundamental human right, the right to education is confirmed in various human right conventions after the Second World War. To protect and promote the right to education for all people, international organizations are advocating and promoting Education for All (EFA) and Inclusive Education (IE) over the world.In 1990, the first world conference on Education for All was held in Jomtien, Thailand. The concept of EFA in this conference means everyone would receive basic education, the ultimate goal of EFA. Meanwhile, the conference had drafted six periodical objectives.This concept is approved by most countries in the world, so EFA is a movement to promote the development of education and achieve equality in education.In1994,Inclusive Education was commenced in the World Conference on Special Needs Education:Access and Quality in Salamanca, Spain. The conference appealed that changes should be made in regular schools to meet diverse needs of different learners.The concept of IE opposes exclusion and approves participation in regular education. Then improve inclusive world by IE.There are many factors obstruct the world to achieve EFA goals.In this circumstance, UNESCO considered that the practice of IE would be an efficient strategy for EFA. While the definitions of IE are widely divided, so this consideration made the relationship between EFA and IE become ambiguity. This thesis analyzes the relationship between EFA and IE by historical and conceptual analysis of EFA and IE.This thesis is divided into five elements.First is an introduction, which explains the purpose and feasibility of the thesis. The first chapter analyzes the confirming and protection of the right to education, which is basic to EFA and IE.The second and the third chapter are historical and conceptual analysis of EFA and IE.The forth chapter analyzes the relationship between EFA and IE.