nasen’s summary of International report on Inclusion
Fewer than 10% of countries have laws that help ensure full inclusion in education, according to UNESCO’s 2020 Global Education Monitoring Report: Inclusion and education – All means all.
On June 23rd 2020, UNESCO published an in-depth analysis of key factors for exclusion of learners in education systems worldwide including background, identity and ability.
The 2020 Global Education Monitoring (GEM) Report identifies an exacerbation of exclusion during the COVID-19 pandemic and estimates that about 40% of low and lower-middle income countries have not supported disadvantaged learners during temporary school shutdown. It urges countries to focus on those left behind as schools reopen so as to foster more resilient and equal societies. “To rise to the challenges of our time, a move towards more inclusive education is imperative”, said the Director-General of UNESCO, Audrey Azoulay. “Rethinking the future of education is all the more important following the Covid-19 pandemic, which further widened and put a spotlight on inequalities. Failure to act will hinder the progress of societies.”
The report highlights the persistence of exclusion, inequitable foundations, blatant exclusion, alienation of learners and chronic lack of data on those left behind. Signs of progress towards inclusion is detailed in its PEER website.