IGJIGA UNIVERSITY

College of Social Science and Humanities

Department of Social Work
Individual Assignment for
Master of Social Work (MSW)
Semester : 1st Year / 2nd Semester (Batch-II)

Course / Module Code : MSWK-522

Course / Module Name : Social Policy Analysis (SPA)

Name of the Instructor : Dr. T. Velmurugan (PhD)

Academic Year : 2023

Name of student : Asiya Abdulahi Elabe 363/15

Assignment Type : Individual Assignment (Social worker with the practical

example discuss the concept of inclusion and exclusion in policy and policy implementation
within the Ethiopian context.

Mode of Submission : Submit both soft copy & Print out D

ate of Submission : 27.03.2023

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 INTRODUCTION

The notions of inclusion and exclusion have a long tradition in sociology, but have gained
significant currency more recently in public policy analysis. This article examines Social worker
with the practical example discuss the concept of inclusion and exclusion in policy and policy
implementation within the Ethiopian context. The concepts of inclusion and exclusion began to
gain popularity in public policy analysis and practice in the 1990s, especially in Europe and in
the work of international organizations. Programmers run by the International Labour
Organization (ilo), the United Nations, commissions of the European Union and intersect oral
bodies such as the Social Exclusion Unit of the Government of Tony Blair in the United
Kingdom, built their social agendas around such concepts (MacPherson, 1997; Porter, 2000;
Davies, 2005). Even before then, however, they had been used in French social policy (Lenoir,
1974) to refer to social groups warranting attention from government policy. The now
widespread use of the inclusion/ exclusion distinction in policy design reflects the fact that it
introduces a readily understandable and broadly applicable strategic and political criterion:
people fall within or outside specific social criteria, above or below certain limits which express
difference. Useful though this binary formula may be for policymaking, insofar as it provides
concrete guidelines for deciding on measures and visualizing outcomes, from a sociological
standpoint, drawing a sharp distinction between inclusion and exclusion is more of an artifice
constructed for instrumental purposes than an actual observation of social circumstances. In its
static form, the distinction transforms processes (for example, participation versus
marginalization) into states (inclusion versus exclusion), attaches social categorizations to
individuals (excluded versus included), and, by demarcating boundaries, impedes the conception
of paradoxical constellations in which different modalities of inclusion and exclusion are
mingled (Good in, 1996; Davies, 2005; Sánchez, 2012).

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SOCIAL INCLUSION

Social Inclusion is a process by which excluded social groups are accommodated, amalgamated
and assimilated with the social groups placed in top of the social hierarchy of the social system.

Social inclusion is the process of overcoming the barriers which normally exclude certain
groups, to enable their equitable access to assets and resources. Sometimes this requires state
support for those who are most disenfranchised or disadvantaged. Social inclusion may be -
but often is not - based on an understanding of the dynamic nature of discrimination.

Social inclusion, the converse of social exclusion, is affirmative action to change the
circumstances and habits that lead to (or have led to) social exclusion. The World Bank
defines social inclusion as the process of improving the ability, opportunity, and dignity of
people, disadvantaged on the basis of their identity, to take part in society. SI is a struggle
for equal opportunity and against marginalization.

Definition

Social integration has been defined as “the process of promoting the values, relations and
institutions that enable all people to participate in social, economic and political life on the
basis of equality of rights, equity and dignity” (UN Expert Group Meeting on Promoting
Social Integration: Draft Summary, Finland, July 8-10 2008, p.2)

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 Forms of Inclusion

• Political Inclusion

• Economic Inclusion

• Inclusion in social service access

Four attributes of inclusiveness

 Opportunity: should be created to earn a living and increase their income over time
 Capability: is the economy providing the means for the people to create or enhance their
capabilities in order to exploit available opportunities
 Access: is the economy providing the means to bring opportunities and capabilities together
 Security: is the economy providing the people to protect themselves against a temporary or
permanent loss.

Implementation of growth poverty and in equality: inclusive resource centers in

Ethiopia

Poverty reduction is the core objective of the Ethiopian government. Economic growth is the principal, but

not the only means to this objective. Growth in Ethiopia, as it has occurred and for a future pro-poor
pattern, to a large extent depends on structural factors such as initial conditions (initial income,
investment, level of education), vagaries of nature, external shocks (such as terms of trade
deterioration), and peace and stability both in Ethiopia and in the region. Each of these problems needs
appropriate policies to address them. The following points stand as important policy areas aimed at
achieving pro-poor growth:

a) Addressing the dependence on rain-fed agriculture. This may require studies on the feasibility of
small-scale irrigation scheme, water harvesting, and designing incentive schemes for the

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 farmers. This policy action should overcome the negative factor productivity observed in periods
of un favorable weather.

b) Developing a short-to-medium strategy to cope with periodic terms of trade shocks. The long-
term solution is diversification of exports and full exploitation of existing market opportunities in
United States and the European Union. This may require creating a public-private sector
partnership aimed at creating such local capacity.

c) Enhancing the productivity of factors of production, in particular labour and land. This would
have direct implications on raising the productivity of labour (through education) and the
productivity of land (through supply of fertilizer and rural credit provision).

d) Redistribution at the margin. Although distributional neutral growth may reduce poverty (if
inequality does not rise to negate the growth), the potency of poverty reduction will significantly
increase if a strategy of growth with distribution is adopted. There exist effective fiscal and
monetary instruments that can be deployed in Ethiopia under present conditions.

e) Sustainable peace and stability (both within the country and in the region). Macroeconomic
stability is not merely a technical exercise, but is strictly linked to political stability. This need to
be addressed squarely and cautiously, consistent with national interests so as to sustain growth.

Structure of the economy. A detailed analysis and policy aimed at changin

As an implementation strategy for inclusive education, inclusive education resource centers

(IE resource centers) have been established based on the existing cluster system in Ethiopia.
The cluster system has been formally applied to all public primary schools in Ethiopia. All
schools are categorized as either core schools or satellite schools. A group of three to 35
satellite schools belongs to one core school. In core schools, educational materials are
prepared, which the satellite schools can then borrow. Teacher trainings and teacher
meetings for experience sharing are also held in the core schools for teachers teaching at
both the core and satellite schools (Jennings 2011; MoE 2002). Based on this existing cluster
system, the "Special Needs Education Program Strategy" formed in 2006 includes the
establishment of E-resource centers and the placement of itinerant teachers in core schools

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(MoE 2006). Additionally, the "Guideline for establishing and managing inclusive education
resource/support centers" formed in 2015 explains the details of responsibilities and
activities in IE resource centers (MoE 2015b). IE resource centers prepare educational
materials for children with disabilities, to be used by teachers in both core and satellite
schools. Itinerant teachers, who have degrees in Special Needs Education (SNE), support
education for children with disabilities in both core and satellite schools. For instance,
itinerant teachers identify the types of disability children may have, the level of disability
they have, and the needs of children with disabilities (MoE 2015b). According to ESDP V,
there are 113 IE resource centers established in Ethiopia (MoE 2015a). In Addis Ababa in
March 2017, only nine schools had IE resource centers, and two schools were at the stage of
preparing IE resource centers. This indicates that the conditions of the 113 IE resource
centers may be varied. These inclusive education policies and implementation structures
indicate that the Ethiopian government has facilitated inclusive education for children with
disabilities. However, the practice of inclusive education at the school level has not been
well studied. Therefore, this research aims to understand the current practice of inclusive
education at the school level from the perspectives of stakeholders: teachers and parents of
children with disabilities.

What is ‘social’ exclusion?

 The term „social exclusion‟ first originated in Europe, where there has tended to be a greater
emphasis on spatial exclusion
 There is also a policy focus on those living in „deprived areas‟, where poor housing,
inadequate social services, weak political voice and lack of decent work
 all combine to create an experience of marginalization.

Definition of Social Exclusion

• Barnes (2005:15): ‘Social exclusion refers to the multi- dimensional and dynamic process
of being shut out, fully or partially, from the economic, social and cultural systems that
determine the social integration of a person in Society.’

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 Landman (2006:19): ‘social exclusion involves discrimination against individuals and
groups based on one or many different social attributes or elements of social identity. Such
discrimination can occur as the result of formal or informal activities of the state as well as
institutions and organisations in the private sector (including families, villages, and
community associations

Levitas et al. (2007:25): ‘Social exclusion is a complex and multidimensional process. It

involves the lack or denial of resources, rights, goods and services, and the inability to
participate in the normal relationships and activities, available to the majority of people in a
society, whether in economic, social, cultural or political arenas. It affects both the quality of
life of individuals and the equity and cohesion of society as a whole’.

‘Social exclusion’ is a contested term.1 It is often understood as, or conflated with –

including by many of those interviewed here - alternative (but related) lenses of equity,
inequality and vulnerability.

Exclusion is a multifaceted concept. Its application helps show the dynamics of poverty,
including the politics and processes which make some groups poorer than others in a given
society, which drive them deeper into poverty or which constrain their movement out of
poverty. .

Causes for Exclusion

Inequalities created through colonialism

Slavery • Control over land and resources

Inter- ethnic, Inter-regional and inter – religious tension and conflict

Ethno-regional and religious militant

Discrimination and Inter-caste trouble

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 Disrespect to diversity

Production of power domains etc

Absence of effective Redistributive policy

Geographical location

Quality of Governance (distributive Capacity)

Perverted Reward system

Types of exclusion

1. Voluntary exclusion
Some minority groups voluntarily exclude themselves from wider society.
This phenomenon should be distinguished from social exclusion, which occurs for reasons
that are beyond the control of those subject to it.
2. Political exclusion

Political exclusion can include the denial of citizenship rights such as political participation and
the right to organise, and also of personal security

• the rule of law,

• freedom of expression
• and equality of opportunity

3. Social Exclusion

• Social exclusion may take the form of discrimination along a number of dimensions
including

• gender, ethnicity and age

• which reduce the opportunity for such groups to gain access to social services and
limits their participation in the labour market

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4. Cultural Exclusion

Cultural exclusion refers to the extent to which diverse values, norms and ways of living are
accepted and respected.

Forms of social exclusion

• Vertical vs. Horizontal

• Intentional vs un intentional

• Formal vs informal

• Recognizing and maintaing diversity

• Multiple and reinforcing forms of social exclusion

Characteristics of Social Inclusion and Social Exclusion:

Process:

Social Inclusion: The process involves engaging people.

Social Exclusion: The process involves shutting people out.

Diversity:

Social Inclusion: The diversity of people is respected and valued.

Social Exclusion: Diversity is not valued.

Full participation:

Social Inclusion: Social inclusion promotes full participation.

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Social Exclusion: Social exclusion prevents full participation.

Street children, people with leprosy or AIDS and undocumented migrants are examples
of such socially excluded categories. In the present report, the term “group” refers to
both types of identity and is recognized as a social construct used to facilitate the
analysis.

Exclusion is frequently more subtle and unintentional, for example when disabled
people are excluded from services, markets and political participation through a lack of
awareness of their needs or by social attitudes, or when minority groups are excluded
by language barriers.

This image showing practical example of social inclusion and exclusions.

Conclusion

Inclusion and exclusion have a long tradition in sociology, but have gained significant currency
more recently in public policy analysis. However, a certain conceptual inflexibility arises when
the distinction is applied to complex social situations. Inclusion and exclusion criteria determine
which members of the target population can or can't participate in a research study. Collectively,
they're known as eligibility criteria, and establishing them is critical when seeking study
participants for clinical trial

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