Inclusion and education: ALL MEANS ALL en.unesco.org/gem-report | - - PowerPoint PPT Presentation

GLOBAL EDUCATION MONITORING REPORT

en.unesco.org/gem-report | gemreport@unesco.org

Inclusion and education:

ALL MEANS ALL 2020 2020

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All mean ans s al all Learner diversity is a strength to be celebrated Out of 100 students… have a disability …these may be poor …these may have special education needs …these may identify as LGBTI …these may be migrants, internally displaced or refugees …these may belong to an ethnic, religious or linguistic minority or an indigenous group …these may live in remote rural areas …these may belong to another marginalized group, such as a race or caste …these may be girls …these may …these may be obese, depressed, working after school, disruptive, orphaned, delinquent, left-handed, asthmatic, allergic… And this last one? He’s new here!

Hi!

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Identity, backgro round and ability still dictate education opportunities

In the United States, LGBTI I stud uden ents ts are 3 t times es more li likely ly to stay home e because they feel unsafe In at least 20 coun untr trie ies no po poor rur ural l youn ung g wo women en complete secondary school Refug ugee ees are 3 times more likely to be out of secondary school 10 10-year-olds in middle- and high-income countries not not le learning ning in t n the heir ir mother her tong ngue ue are 34% less less likely to have basic reading skills Chi hild ldren ren with h disabiliti bilities are 2.5 .5 times es more li likely ly to never go to school than their peers

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Inequalities fed into the Covid-19 education crisis 40% 40% of po

poor coun untr trie ies did not not target get le learner ners s at at risk in their education response

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…but only 57%

57%

• f those cover multiple

marginalized groups

68%

• f countries

have a definition of inclusive education…

Widen n the e under erstan tanding ding of inclus usive ive educa cati tion

• n

Include all, regardless of identity, background or ability

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Tar arget t fina nanci ncing ng to th

• thos
• se

e left t be behin ind

• General funding should foster

an inclusive system

• Target funding towards

the furthest behind Since the 1990s, education attainment increased by

0.5 0.5 to

to1.5

1.5 years

ars

through cash transfer programmes in Lati atin n America ica

There is no inclusion while millions lack access to education

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Shar are exper perti tise se an and res d resource rces The only way to transition to inclusion

Governments should:

• Encourage flexibility in use
• f specialist resources
• Use resource centres

and itinerant teachers Laws in a a qu quarter ter of coun untri tries say that children with disabilities should be educated in sepa parated ted sett ttings ngs

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Engage gage in mean anin ingful ful cons

• nsul

ulta tati tion

• n
• Governments should encourage

communities’ input into policies

• Schools should increase interaction

with communities

• f students in special schools

had moved from mainstream schools in Que ueensl enslan and, d, Aus Australi alia

Inclusion cannot be enforced from the top 37% 37%

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Ensure re cooper

• operation

tion ac acros

• ss go

gove vern rnmen ment t depar artments, tments, sect ctor

• rs

s an and tiers rs

Ministries must collaborate to:

• Identify needs early

and exchange information to design integrated programmes

• Give local governments clear

and funded mandates

Inclusion in education is a subset of social inclusion

In Colombi bia, social programmes are tied to a poverty index

multid tidimen imensional sional

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Ma Make spac ace e for

• r non
• n-go

gover vernmen nment t ac actor

• rs

s to

• chal

allen lenge ge an and fill l gap gaps Make sure they work towards the same inclusion goal

Governments should:

• Create conditions enabling NGOs to

hold governments to account

• Maintain dialogue with NGOs and make

sure they align with policy In Armenia nia, an NGO campaign resulted in the country rolling out inclusive education by

2025 2025

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Apply y unive vers rsal al des esign ign Ensure inclusive systems fulfil each learner’s potential

• All children should learn from

the same flexible, relevant and accessible curriculum

• Textbooks should avoid

stereotypes and omissions

• Assessment should allow students to

demonstrate learning in various ways

24% of text/images in secondary school

textbooks in Pun unjab, ab, Pakis istan tan were of women

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• All teacher education should teach

about inclusion

• Head teachers should create an

inclusive school ethos

• Ensure a diverse education

workforce

1/4 of teach

acher ers s reported high need for training on teaching students with special needs

Empower wer the edu ducation cation wor

• rkforce
• rce

All teachers should be prepared to teach all students

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Col

• llect

lect dat data a on

• n an

and f d for

• r inclus

usion ion with att attention ention an and re respect pect Avoid labelling that stigmatizes

• Ensure no learner is harmed

in data collection

• Use Washington Group Short Set of Questions

and the Child Functioning Module on disability

• Some countries do not collect even basic data; others

even monitor student experiences

41% of coun

untr trie ies have not had a publicly available household survey with disaggregated data on education sinc nce e 2015

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Lear arn n from

• m peers

rs A shift to inclusion is not easy

WID IDE

educa ucatio tion-in inequ equaliti alities. s.or

• rg

Education inequalities within/between countries

SCOPE

educa ucatio tion-pr prog

• gre

ress.or

• rg

Interactive visualizations

• f SDG 4 data

PE PEER

educa ucatio tion-pr profile iles.or

• rg

Description of laws and policies on inclusion in education

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Joi

• in the

n the con

• nve

versa rsation tion

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