障害のある人とない人の間のアクセスの格差と学校での達成度：ネパールの事例

Gaps in access and school attainments among people with and without disabilities: a case from Nepal.

• Arne H Eide
• Kamal Lamichhane
• Shailes Neupane

抄録

低・中所得国では、多くの障害を持つ子どもたちが学校に通っておらず、3分の1が不登校となっています。障害のある子どもを含むすべての人のための教育を確保するためには、介入の対象を特定するための就学障壁に関する研究が必要である。本研究では、障害のある人とない人、および障害の種類ごとに、就学達成度の決定要因を調査する。本研究では、障害のある人とない人の生活状況に関する最近の全国的な代表的な家計調査のデータを利用する。この論文で使用する個人レベルのデータは、障害のある人2123人と障害のない人2000人で構成されています。その結果、ネパールでは驚くほど高い割合の人が正式な教育を受けておらず、障害者の間ではアクセスが著しく低くなっていることがわかった。この結果は、障害と貧困の間の仮定された関係に影響されているかもしれないが、横断的なデータを分析した結果は、教育へのアクセスと学校の達成度の違いを決定する上での障害と貧困の影響について決定的なものではない。環境的障壁の増加、年齢の高さ、農村部の立地、障害のレベルの増加は、教育達成度の低さと関連していることがわかった。教育へのアクセスには、障害の種類によって顕著な差が見られ、身体障害のある人は最高レベルの達成度を示し、複数の障害、聴覚障害、精神障害のある人は最低レベルの達成度を示した。教育部門全体を強化すると同時に、すべての子どもたちが教育に参加できるように資源を配分し、脇道にそれやすい子どもたちに対応するための特別な努力を行う必要があります。障害の種類によって教育へのアクセスに顕著な差が見られ、身体障害者が最高レベルを達成し、多重障害者、聴覚障害者、精神障害者が最低レベルを達成しています。

Many children with disabilities in low- and middle-income countries do not attend school and one-third are out of school. In order to ensure that education is for all including children with disabilities, research is needed on barriers to schooling to identify targets for intervention. The study will examine the determinants of school achievement among persons with and without disabilities as well as among each type of impairment. The study will utilize data from a recent national, representative household survey on living conditions among persons with and without disabilities. The individual level data used in this article comprise 2123 persons with and 2000 persons without disabilities. The results show that an alarmingly high proportion of persons in Nepal have not accessed formal education, with access being significantly lower among persons with disabilities. While the results may be influenced by the assumed relationship between disability and poverty, results from analyzing the cross-sectional data cannot be conclusive on the influence of disability vs. poverty in determining differences in access and school attainments. Increased environmental barriers, higher age, rural location, and increased levels of disability were found to be associated with lower educational achievement. Pronounced differences in access to education were found between impairment types, with individuals with physical impairments achieving the highest level and individuals with multiple impairments, hearing and mental impairments achieving lowest. It is necessary both to strengthen the entire educational sector and at the same time allocate resources that will ensure that all children are on board and that particular efforts are implemented to cater for those who are easily side-lined.Implications for rehabilitationAn alarmingly high proportion of persons in Nepal have not attended school.Substantially more individuals with than without disabilities have never attended school.Increased environmental barriers, higher age, rural location, and increased levels of disability were found to be associated with lower educational achievement.Pronounced differences in access to education were found between impairment types, with individuals with physical impairments achieving the highest level and individuals with multiple impairments, hearing and mental impairments achieving lowest.It is necessary both to strengthen the entire educational sector in Nepal and at the same time ensure that particular efforts are implemented to cater for those who are easily sidelined.