All means all: An introduction to the 2020 Global Education Monitoring Report on inclusion

Manos Antoninis, Daniel April, Bilal Barakat, Nicole Bella, Anna Cristina D'Addio, Matthais Eck, Francesca Endrizzi, Priyadarshani Joshi, Katarzyna Kubacka, Alasdair McWilliam, Yuki Murakami, William C. Smith, Laura Stipanovic, Rosa Vidarte, Lema Zekrya

Research output: Contribution to journalEditorial

Abstract

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.
Original languageEnglish
JournalProspects
DOIs
Publication statusPublished - 18 Sept 2020

Keywords / Materials (for Non-textual outputs)

  • inclusion
  • SDG 4
  • equity
  • quality
  • education

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