Tunisian Inclusive Education: A Multi-Pronged Regional Approach

Nadia ZRELLI BEN Hamida ()
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Nadia ZRELLI BEN Hamida: Hunt Institute for Engineering & Humanity, SMU Dallas Texas Institute of Advanced Commercial Studies of Carthage, Carthage University ; DEFI, ESSEC Tunis

Region et Developpement, 2024, vol. 60, 141-171

Abstract: The Salamanca Statement (1994) defined the goal of ensuring a “School for All,” including vulnerable children. Yet, there are very few empirical studies on inclusive education in Middle East and North Africa countries. Tunisia's educational system mandates compulsory schooling until the age of sixteen. However, there are high dropout rates in both lower and upper secondary schools and weak educational inclusion of learners with disabilities. Based on Booth and Ainscow's framework of the inclusion index, we propose an original study of inclusive education in Tunisia, considering the educational dimensions of culture, policy, and practice. To consider the impact of learners’ environments on inclusive education, we complement the analysis with socio-economic data at the regional level. Thus, we examine regional aspects of Tunisian inclusive education using a multi-pronged approach with Data Envelopment Analysis (DEA) and Geographic Information System (GIS) tools. Results show regional disparities in the dimensions of inclusive education. This approach allows us to prioritize regions in terms of the legislation and practices needed to implement all dimensions of an inclusive educational system, based on factors such as school leadership, social situation, school distance, and disability drivers.

Keywords: Inclusive education; Data Envelopment Analysis (DEA); Spatial analysis; Education economics; Tunisia (search for similar items in EconPapers)
JEL-codes: I21 I28 (search for similar items in EconPapers)
Date: 2024
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