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

2020 2020 GLOBAL EDUCATION MONITORING REPORT Inclusion and education: ALL MEANS ALL en.unesco.org/gem-report | gemreport@unesco.org

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

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

4 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

5 Widen n the e under erstan tanding ding of inclus usive ive educa cati tion on Include all, regardless of identity, background or ability 68% of countries …but only 57% 57% have a definition of inclusive of those cover multiple education… marginalized groups

6 Tar arget t fina nanci ncing ng to th o thos ose e left t be behin ind There is no inclusion while millions lack access to education Since the 1990s,  General funding should foster education attainment an inclusive system increased by 0.5 0.5 to to 1.5 1.5 years ars  Target funding towards the furthest behind through cash transfer programmes in Lati atin n America ica

7 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 of 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

8 Engage gage in mean anin ingful ful cons onsul ulta tati tion on Inclusion cannot be enforced from the top  Governments should encourage communities’ input into policies  Schools should increase interaction with communities 37% 37% of students in special schools had moved from mainstream schools in Que ueensl enslan and, d, Aus Australi alia

9 Ensure re cooper ooperation tion ac acros oss go gove vern rnmen ment t depar artments, tments, sect ctor ors s an and tiers rs Inclusion in education is a subset of social inclusion Ministries must collaborate to:  Identify needs early and exchange information to design integrated programmes  Give local governments clear In Colombi bia, social programmes are tied to and funded mandates multid tidimen imensional sional a poverty index

10 Ma Make spac ace e for or non on-go gover vernmen nment t ac actor ors s to o chal allen lenge ge an and fill l gap gaps Make sure they work towards the same inclusion goal Governments should: In Armenia nia, an NGO  Create conditions enabling NGOs to campaign resulted in the hold governments to account country rolling out inclusive  Maintain dialogue with NGOs and make education by sure they align with policy 2025 2025

11 11 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 24% of text/images in secondary school stereotypes and omissions textbooks in Pun unjab, ab, Pakis istan tan were of  Assessment should allow students to women demonstrate learning in various ways

12 Empower wer the edu ducation cation wor orkforce orce All teachers should be prepared to teach all students  All teacher education should teach about inclusion  Head teachers should create an inclusive school ethos 1/4 of teach acher ers s  Ensure a diverse education reported high need for training on teaching workforce students with special needs

13 Col ollect lect dat data a on on an and f d for or 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 41% of coun untr trie ies and the Child Functioning Module on disability have not had a publicly available  Some countries do not collect even basic data; others household survey with even monitor student experiences disaggregated data on education sinc nce e 2015

14 Lear arn n from om peers rs A shift to inclusion is not easy educa ucatio tion-in inequ equaliti alities. s.or org WID IDE PEER PE Education inequalities within/between countries educa ucatio tion-pr profile iles.or org Description of laws and policies on inclusion in SCOPE educa ucatio tion-pr prog ogre ress.or org education Interactive visualizations of SDG 4 data

15 Joi oin the n the con onve versa rsation tion #AllM lMeansALL ansALL Download the Report: bit.ly/2020gemreport