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Leaving no one behind in education - A focus on children with disabilities

ADEREMI-IGE, Toyin
KAPUSCINKI DEVELOPMENT LECTURES
November 2020

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This lecture by Dr. Toyin Aderemi-Ige shed light on the educational situation of children with disabilities in low and middle income countries, highlighting how the interaction of multiple discriminatory factors (like gender and disability) results in increased exclusion. The 2030 Agenda sets the commitment to “leave no one behind” and its Sustainable Development Goal 4 calls to ensure inclusive and quality education for all. However, 10 years away from the 2030 deadline, children with disabilities are still significantly excluded from education and, consequently, from life’s opportunities.

 

The event was moderated by Dr. Harlan Koff of the Luxembourg University.

The lecture was followed by a panel discussion with:

  • Catherine Léglu, Vice-rector for Academic Affairs, University of Luxembourg
  • Julia McGeown, Global Education Specialist, Handicap International
  • Graham Lang, Chief of Education at Education Cannot Wait

Education 2030 Incheon Declaration And Framework for action towards inclusive and equitable quality education and lifelong learning for all

WORLD EDUCATION FORUM 2015
2015

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UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR organized the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May 2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including over 120 Ministers, heads and members of delegations, heads of agencies and officials of multilateral and bilateral organizations, and representatives of civil society, the teaching profession, youth and the private sector, adopted the Incheon Declaration for Education 2030, which sets out a new vision for education for the next fifteen years.

Towards 2030: a new vision for education

Our vision is to transform lives through education, recognizing the important role of education as a main driver of development and in achieving the other proposed SDGs. We commit with a sense of urgency to a single, renewed education agenda that is holistic, ambitious and aspirational, leaving no one behind. This new vision is fully captured by the proposed SDG 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and its corresponding targets. It is transformative and universal, attends to the ‘unfinished business’ of the EFA agenda and the education-related MDGs, and addresses global and national education challenges. It is inspired by a humanistic vision of education and development based on human rights and dignity; social justice; inclusion; protection; cultural, linguistic and ethnic diversity; and shared responsibility and accountability. We reaffirm that education is a public good, a fundamental human right and a basis for guaranteeing the realization of other rights. It is essential for peace, tolerance, human fulfilment and sustainable development. We recognize education as key to achieving full employment and poverty eradication. We will focus our efforts on access, equity and inclusion, quality and learning outcomes, within a lifelong learning approach.

 

Action and commitments required to implement the agenda are presented.

Capacity is development : stories of institutions

UNDP CAPACITY DEVELOPMENT
January 2010

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This report presents a series of narratives aims to capture the national and local institutional transformations, led and driven by the institutions themselves, that UNDP has supported over the years at the country level. These stories have been collated and synthesised by the UNDP Capacity Development Group, drawing on data and narratives provided mainly by UNDP Country Offices in each region. Each narrative clearly outlines the situation, response and results

Series 1

Upscaling Community Conversations in Ethiopia 2004 : unleashing capacities of communities for the HIV/AIDS response

UNITED NATIONS DEVELOPMENT PROGRAMME
2004

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This document focuses on the Community Conversations (CC) process - a component of UNDP's Leadership for Results Programme - in Ethiopia, and outlines both key aspects of the methodology and key results from its implementation in Alaba, SNNPR and Yabelo, Oromiya. The approach, using the expertise of skilled facilitators, aims to encourage people to talk openly to each other about the implications of HIV and AIDS in their communities, and to rethink cultural norms, community values and health behaviours in their relations to the disease. Some early results from Community Conversations include: communities taking responsibility for their own prevention; communities discontinuing traditional practices found to be harmful in the context of HIV and AIDS; communities able to influence local governments; communities using their own social resources to support children affected by AIDS, and orphans in particular; communities sharing their learning with other communities. The document outlines a strategy for upscaling community conversations, and looks in particular at issues around implementation and coordination, funding and mechanisms to address needs that may be identified during the CC process

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