{"title":"包容性教育系统的融资政策","authors":"V. Kiswarday, Alen Kofol","doi":"10.18690/978-961-286-161-2.2","DOIUrl":null,"url":null,"abstract":"Countries’ inclusive education policies are embedded in multi-level and multi-stakeholder systems for inclusive education, covering mainstream and specialist provision. In their current form, these systems for inclusive education are far more complex than the general education system. The level of complexity of such systems indicates the journeys countries are on towards inclusive education (European Agency, 2016).","PeriodicalId":128540,"journal":{"name":"Vloga inkluzivnega pedagoga v vzgoji in izobraževanju: Konferenčni zbornik","volume":"36 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2018-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":"{\"title\":\"Financing Policies for Inclusive Education Systems\",\"authors\":\"V. Kiswarday, Alen Kofol\",\"doi\":\"10.18690/978-961-286-161-2.2\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Countries’ inclusive education policies are embedded in multi-level and multi-stakeholder systems for inclusive education, covering mainstream and specialist provision. In their current form, these systems for inclusive education are far more complex than the general education system. The level of complexity of such systems indicates the journeys countries are on towards inclusive education (European Agency, 2016).\",\"PeriodicalId\":128540,\"journal\":{\"name\":\"Vloga inkluzivnega pedagoga v vzgoji in izobraževanju: Konferenčni zbornik\",\"volume\":\"36 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2018-05-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"7\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Vloga inkluzivnega pedagoga v vzgoji in izobraževanju: Konferenčni zbornik\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18690/978-961-286-161-2.2\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Vloga inkluzivnega pedagoga v vzgoji in izobraževanju: Konferenčni zbornik","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18690/978-961-286-161-2.2","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Financing Policies for Inclusive Education Systems
Countries’ inclusive education policies are embedded in multi-level and multi-stakeholder systems for inclusive education, covering mainstream and specialist provision. In their current form, these systems for inclusive education are far more complex than the general education system. The level of complexity of such systems indicates the journeys countries are on towards inclusive education (European Agency, 2016).
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