Resources search

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

GLOBAL EDUCATION MONITORING REPORT TEAM
June 2020

Expand view

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.

Profiles Enhancing Education Reviews (PEER)

GLOBAL EDUCATION MONITORING REPORT TEAM
June 2020

Expand view

The PEER on-line tool has been designed to support the monitoring of national education laws and policies. It provides systematic, comprehensive information on laws and policies for every country in the world and is meant to support policy dialogue and peer learning.

The first set of country profiles cover inclusion and education, the theme of the 2020 GEM Report

Global education monitoring report, 2019: migration, displacement and education: building bridges, not walls

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
et al
2018

Expand view

“The 2019 GEM Report continues its assessment of 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.


Its main focus is on the theme of migration and displacement. It presents evidence on the implications of different types of migration and displacement for education systems but also the impact that reforming education curricula and approaches to pedagogy and teacher preparation can have on addressing the challenges and opportunities posed by migration and displacement. It gives voice to experiences in host and home communities.


With the help of case studies, it illustrates approaches which work and could be scaled up. In this way, it aims to be a tool for practitioners. It will make the case for investing in education of good quality in rural areas suffering from depopulation and in slum areas suffering from large population inflows; in countries with high rates of emigration and those with high rates of immigration; in short-term refugee emergencies and in protracted crises. Its analysis, conclusions and recommendations advance the aims of SDG 4 and its call to leave no one behind.”

A guide for ensuring equity and inclusion in education

UNESCO
July 2017

Expand view

This guide is intended to support countries in embedding inclusion and equity in educational policy. It supports Sustainable Development Goal (SDG) 4 on education calls for inclusive and equitable quality education and lifelong learning opportunities for all by 2030. The guide is intended for use primarily by key government education policy-makers working with key stakeholders. The guide provides an assessment framework that can serve to: review how well equity and inclusion currently figure in existing policies; decide which actions are needed to improve policies and their implementation towards equitable and inclusive education systems; and monitor progress. The guide includes evidence that informs the assessment framework, examples of initiatives that are contributing to more inclusive and equitable education systems in different parts of the world, and recommendations for further reading. 

Costing equity: The case for disability-responsive education financing

MYERS, Juliette
October 2016

Expand view

This report contributes to the global discourse on education finance by providing a disability perspective on donor and government investment into inclusive education. The report looks at the benefits of financing disability - inclusive education, the current state of education financing with regard to inclusion, and what needs to change in order for education financing to effectively support the realisation of Sustainable Development Goal 4 and Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UN CRPD). Representatives of nine leading bilateral and multilateral education donors were surveyed on their agencies’ efforts towards disability inclusive education: DFAT (Australia), DFID (UK), European Union, GIZ (Germany), Global Partnership for Education, Norad (Norway), UNICEF, USAID (USA), and World Bank

Transforming our world : the 2030 agenda for sustainable development

UNITED NATIONS (UN)
October 2015

Expand view

This document presents the finalised text for adoption of the UN’s 2015-2030 Sustainable Development agenda, a plan of action for people, planet and prosperity.  The Agenda seeks to strengthen universal peace in larger freedom and recognises that eradicating poverty in all its forms and dimensions, including extreme poverty, is the greatest global challenge and an indispensable requirement for sustainable development. It calls for countries and all stakeholders, acting in collaborative partnership, to implement this plan and  pledges that no one will be left behind. It seeks to build on the Millennium Development Goals and complete what these did not achieve, and it is anticipated that the Goals and targets will stimulate action over the next fifteen years in areas of critical importance for humanity and the planet

 

The document provides an introduction and vision, shared principles and commitments, the world today and the new agenda, the means of implementation, the follow up and review, and a call for action to change our world. It then specifically outlines the new agenda of 17 sustainable development goals (SDGs) and the associated 169 developmental targets, the means of implementation and global partnership, and the expected follow-up and review over the next 15 years at national, regional and global levels

 

The 17 SDGs include: 

  • Goal 1. End poverty in all its forms everywhere
  • Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture
  • Goal 3. Ensure healthy lives and promote well-being for all at all ages
  • Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
  • Goal 5. Achieve gender equality and empower all women and girls
  • Goal 6. Ensure availability and sustainable management of water and sanitation for all
  • Goal 7. Ensure access to affordable, reliable, sustainable and modern energy for all
  • Goal 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
  • Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation
  • Goal 10. Reduce inequality within and among countries
  • Goal 11. Make cities and human settlements inclusive, safe, resilient and sustainable
  • Goal 12. Ensure sustainable consumption and production patterns
  • Goal 13. Take urgent action to combat climate change and its impacts
  • Goal 14. Conserve and sustainably use the oceans, seas and marine resources for sustainable development
  • Goal 15. Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss
  • Goal 16. Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
  • Goal 17. Strengthen the means of implementation and revitalize the global partnership for sustainable development

Inclusive education (background paper)

CORPS, Hannah
CERALLI, Gilles
BOISSEAU, Sandra
July 2012

Expand view

"This policy paper explains Handicap International’s current work on inclusive education and offers perspectives for the period 2011-2015. The primary aim is to provide readers with a deeper understanding of the topic and sufficient knowledge to undertake concrete, positive actions towards inclusion. This policy paper draws upon Handicap International’s experience in the field of education since 1998 and prior to that, its experience of working with former development partner Action Nord Sud (ANS) 2. It takes into account the outcomes of baseline field assessments, meetings with partners and donors, feedback from educational professionals, decision-makers and policymakers, and importantly, the views of children with disabilities and their families"
PP No 8

World report on disability

WORLD HEALTH ORGANIZATION
WORLD BANK
2011

Expand view

This report "reviews evidence about the situation of people with disabilities around the world. Following chapters on understanding disability and measuring disability, the report contains topic-specific chapters on health; rehabilitation; assistance and support; enabling environments; education; and employment. Within each chapter, there is a discussion of the barriers confronted, and case studies showing how countries have succeeded in addressing these by promoting good practice. In its final chapter, the report offers nine concrete recommendations for policy and practice which if put in place could lead to real improvements in the lives of people with disability"

Accessible ICTs and personalized learning for students with disabilities : a dialogue among educators, industry, government and civil society

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2011

Expand view

"The use of technology in education plays a particularly vital role by enabling flexible curriculum development and assisting students with disabilities to participate as equals in the learning experience. The recommendations contained in this report target teachers, policy makers and administrators. The main recommendations centre on a number of core themes that include maximising the use of the myriad of accessibility features in mainstream ICTs such as personal computers, tablet PCs, mobile phones etc. already in use in classrooms; empowering students to learn their own preferences and settings when using technology for learning and removing attitudinal barriers to the use of technology for inclusive education, in particular those of teachers who may struggle with modern ICTs"
Collaborative Expert Meeting Report
UNESCO Headquarters, Paris
17 -18 November 2011

INEE minimum standards for education : preparedness, response, recovery

INEE COORDINATION FOR MINIMUM STANDARDS
2010

Expand view

This resource presents "the minimum level of educational quality and access in emergencies through to recovery. The aim of the handbook is to enhance the quality of educational preparedness, response and recovery; to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and to ensure accountability and strong coordination in the provision of education in emergencies through to recovery...The INEE Minimum Standards are organised in five domains: Foundation standards; Access and learning environment; Teaching and learning; Teachers and other education; personnel; Education policy"

Convention on the rights of persons with disabilities : its implementation and relevance for the World Bank

GUERNSEY, Katherine
NICOLI, Marco
NINIO, Alberto
June 2007

Expand view

This paper is a World Bank organisational learning tool designed to provide a review and commentary on the relevance of the UN Convention on the Rights of Persons with Disabilities. The purpose is to assist World Bank staff with supporting implementation activities. The articles that make up this document aim to operationalize World Bank protocols, legal obligations and benchmark specific principles. This practical resource would be useful for those working in the field of disability and development, in particular those working towards legislative reform

Global health watch 2005-2006 : an alternative world health report

LEMA, Claudia
et al
2005

Expand view

This report is the result of a collaboration of leading popular movements, NGOs, activists, academics and health workers. It provides an evidence-based analysis of the political economy of health and health care and challenges policies and initiatives of global organisations including the World Bank, the World Health Organization and UNICEF. Many key issues relevant to health are covered, including health care services and systems, health of vulnerable groups, climate change, food and water, education, armed conflicts. Part E also provides and assessment of the impact global institutions, transnational corporations and rich countries. This report is a call for action, directed to health workers and activists and national and international policy-makers

CBR : a strategy for rehabilitation, equalization of opportunities, poverty reduction and social inclusion of people with disabilities - joint position paper 2004

WORLD HEALTH ORGANIZATION (WHO)
International Labour Organization (ILO)
United Nations Educational, Scientific and Cultural Organization (UNESCO)
et al
2004

Expand view

In 1994 the ILO, WHO and UNESCO published the first version of this joint position paper. Since then progress has been made in several fields. Nevertheless many disabled people are still not reached or included in the fields of rehabilitation, employment or education - particularly disabled women, people with mental health problems or HIV/AIDS and poor disabled people.
This paper underlines that community-based rehabilitation is a strategy promoting multi-sectoral collaboration to reach different community groups. CBR has to be based on the principles of equal opportunities, participation and human rights.

Overcoming exclusion through inclusive approaches in education : a challenge and a vision

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2003

Expand view

Paper seeking to map out inclusive approaches in education as a strategy to achieve the goal of education for all. It aims to construct a coherent conceptual and contextual policy framework in order to provide access and quality in basic education for all children and young people, and explores the implications for education systems so that these needs can be addressed and responded to in mainstream education whether it is formal or non-formal

Index for inclusion : developing learning and participation in schools

BOOTH, Tony
AINSCOW, Mel
2002

Expand view

The Index for Inclusion is a set of materials to guide schools through a process of inclusive school development. It is about building supportive communities and fostering high achievement for all staff and students.
This second edition manual comes with practical advice and questionnaires to help make schools more inclusive

Networking for policy change : an advocacy training manual

POLICY PROJECT
1999

Expand view

This training manual was prepared to help representatives of NGOs and other formal groups of civil society form and maintain advocacy networks and develop effective family planning/reproductive health advocacy skills. The manual's tools and approaches can be used to affect FP/RH policy decisions at the international, national, regional, and local levels. It identifies three building blocks of advocacy: the formation of networks, the identification of political opportunities, and the organisation of campaigns. The manual includes a section on each of these building blocks, with specific subjects presented in individual units. Units within each section contain background notes, learning objectives, and handouts. While the manual can be used in its entirety, it is designed to be used in sections depending on the particular needs of the network

The Salamanca statement and framework for action on special needs education

UNITED NATIONS EDUCATIONAL SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
Ministry of Education and Science, Spain
1994

Expand view

The World conference on special needs education: access and quality launched the concept of inclusive education. The Salamanca statement is a major international policy document, outlining the global consensus on the needs for educational reform and the policies and strategies needed to include disabled children in the education system

Pages

E-bulletin