TY - JOUR
T1 - All means all
T2 - An introduction to the 2020 Global Education Monitoring Report on inclusion
AU - Antoninis, Manos
AU - April, Daniel
AU - Barakat, Bilal
AU - Bella, Nicole
AU - D'Addio, Anna Cristina
AU - Eck, Matthais
AU - Endrizzi, Francesca
AU - Joshi, Priyadarshani
AU - Kubacka, Katarzyna
AU - McWilliam, Alasdair
AU - Murakami, Yuki
AU - Smith, William C.
AU - Stipanovic, Laura
AU - Vidarte, Rosa
AU - Zekrya, Lema
PY - 2020/9/18
Y1 - 2020/9/18
N2 - This article provides an overview of the 2020 Global Education Monitoring Report, which looks at social, economic, and cultural mechanisms that discriminate against disadvantaged children, youth, and adults, keeping them out of education or marginalized in it. Countries are expanding their vision of inclusion in education to put diversity at the core of their systems. Yet, implementation of well-meaning policies often falters. Released at the start of the Decade of Action to 2030, and during the Covid-19 crisis, which has exacerbated underlying inequalities, the report argues that resistance to addressing every learner’s needs is a real threat to achieving global education targets. Inclusion and Education: All Means All identifies practices in governance and finance; curricula, textbooks, and assessments; teacher education; school infrastructure; and relations with students, parents, and communities that can unlock the process to inclusion. It provides policy recommendations to make learner diversity a strength to be celebrated, a force for social cohesion.
AB - This article provides an overview of the 2020 Global Education Monitoring Report, which looks at social, economic, and cultural mechanisms that discriminate against disadvantaged children, youth, and adults, keeping them out of education or marginalized in it. Countries are expanding their vision of inclusion in education to put diversity at the core of their systems. Yet, implementation of well-meaning policies often falters. Released at the start of the Decade of Action to 2030, and during the Covid-19 crisis, which has exacerbated underlying inequalities, the report argues that resistance to addressing every learner’s needs is a real threat to achieving global education targets. Inclusion and Education: All Means All identifies practices in governance and finance; curricula, textbooks, and assessments; teacher education; school infrastructure; and relations with students, parents, and communities that can unlock the process to inclusion. It provides policy recommendations to make learner diversity a strength to be celebrated, a force for social cohesion.
KW - inclusion
KW - SDG 4
KW - equity
KW - quality
KW - education
U2 - 10.1007/s11125-020-09505-x
DO - 10.1007/s11125-020-09505-x
M3 - Editorial
SN - 0033-1538
JO - Prospects
JF - Prospects
ER -