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Inclusion and education: All means all. Global Education Monitoring (GEM) report 2020

GLOBAL EDUCATION MONITORING REPORT TEAM
June 2020

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The 2020 GEM Report assesses progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda. The Report also addresses inclusion in education, drawing attention to all those excluded from education, because of background or ability. The Report is motivated by the explicit reference to inclusion in the 2015 Incheon Declaration, and the call to ensure an inclusive and equitable quality education in the formulation of SDG 4, the global goal for education. It reminds us that, no matter what argument may be built to the contrary, we have a moral imperative to ensure every child has a right to an appropriate education of high quality.

The Report also explores the challenges holding us back from achieving this vision and demonstrates concrete policy examples from countries managing to tackle them with success. These include differing understandings of the word inclusion, lack of teacher support, absence of data on those excluded from education, inappropriate infrastructure, persistence of parallel systems and special schools, lack of political will and community support, untargeted finance, uncoordinated governance, multiple but inconsistent laws, and policies that are not being followed through.

COVID-19 response: Considerations for children and adults with disabilities

UNICEF
April 2020

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A guidance note on considerations for children and adults with disabilities in the COVID-19 response. The guidance describes what we need to know about the situation of persons with disabilities in COVID-19 response, and what we need to do in five key points: Limit human to human transmission and protect individuals from exposure; minimise morbidity and mortality; prevent and address the secondary impact of the outbreak- minimise the human consequences of the outbreak; enhance risk reduction and in-country preparedness including coordination; inclusion in UNICEF operations

Discussion papers on the theme of the high-level political forum on sustainable development, submitted by major groups and other stakeholders

UNITED NATIONS ECONOMIC AND SOCIAL COUNCIL
May 2015

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A compendium of papers from various stakeholders setting out “established and maintained effective coordination mechanisms” for the high-level discussions on sustainable development and the post-2015 development agenda

High-level political forum on sustainable development, Convened under the auspices of the Economic and Social Council, 26 June-8 July 2015

E/HLPF/2015/2

A million voices : the world we want|A sustainable future with dignity for all

UNDG MILLENNIUM DEVELOPMENT GOALS TASK FORCE
2013

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"This report by the United Nations Development Group (UNDG) collects the perspectives on the 'world we want' from over 1 million people around the globe. For almost one year, people have engaged energetically in 88 national consultations, 11 thematic dialogues, and through the MY World global survey...The findings of this global conversation contain important messages for governments as they seek to agree on a new development agenda that can build on the successes of the Millennium Development Goals (MDGs)"

Violating children's rights : harmful practices based on tradition, culture, religion or superstition

INTERNATIONAL NGO COUNCIL ON VIOLENCE AGAINST CHILDREN
October 2012

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"This short report is designed to complement other current activities in the UN system that are focusing on harmful practices and children and will hopefully lead to more effective action...The report first looks at the definition and scope of harmful traditional, cultural and religious practices violating children’s rights. Section 3 outlines the human rights context for their prohibition and elimination. Section 4 lists practices identified through a call for evidence issued by the International NGO Council earlier in 2012 and additional desk research. It also provides some examples of legal and other measures already taken to challenge and eliminate them. Section 5 provides recommendations for action by states, UN and UN-related agencies, INGOs, NGOs, national human rights institutions and others"
Briefing paper

The UN study on violence against children

PINHEIRO, Paulo Sérgio
August 2006

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This study provides an understanding of the nature, extent, causes, and consequences of different forms of violence against children (physical, psychological, and sexual), taking into account five main settings in which violence takes place - the family, schools, care and residential institutions as well as detention facilities and prisons, in work situations, and in communities and on the streets. A range of cross cutting issues are featured including trafficking and exploitation, refugees, separated and internally displaced children, and children affected by HIV

Make every mother and child count : World Health Day 7 April 2005. A toolkit for organizers of activities

WORLD HEALTH ORGANIZATION
2005

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This toolkit has been designed for organisations promoting activities and events for the World Health Day 2005, and particularly concerned with the survival and well-being of mothers and children. It spells out four key messages: too many mothers and children are suffering and dying each year; healthy mothers and children are the real wealth of societies; millions of lives could be saved using the knowledge available today; in order to make a difference stakeholders must join forces and act together

Schools for all : including disabled children in education

SAVE THE CHILDREN
2002

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These guidelines are primarily aimed at education staff who want to develop inclusive education practices, focusing on including disabled children in schools. It is also useful for community groups and NGOs and those working in CBR who need to provide input into inclusive education work; and is relevant to readers working in out-of-school situations.
The book builds on Save the Children’s experience prior to 2002. Subsequent experiences are documented in ‘Making Schools Inclusive' (2009)

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