All means all: An introduction to the 2020 Global Education Monitoring Report on inclusion
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All means all: An introduction to the 2020 Global Education Monitoring Report on inclusion Manos Antoninis1 · Daniel April1 · Bilal Barakat1 · Nicole Bella1 · Anna Cristina D’Addio1 · Matthias Eck1 · Francesca Endrizzi1 · Priyadarshani Joshi1 · Katarzyna Kubacka1 · Alasdair McWilliam1 · Yuki Murakami1 · Will Smith1 · Laura Stipanovic1 · Rosa Vidarte1 · Lema Zekrya1
Accepted: 15 August 2020 © UNESCO IBE 2020
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. Keywords Inclusion · SDG 4 · Equity · Quality · Education The commitment of Sustainable Development Goal 4 (SDG 4) to ensure “inclusive and equitable quality education” and promote “lifelong learning for all” is part of the United Nations 2030 Agenda for Sustainable Development pledge to leave no one behind. The agenda promises a “just, equitable, tolerant, open and socially inclusive world in which the needs of the most vulnerable are met” (UN 2015, paragraphs 8 and 9). Social, economic, and cultural factors may complement or run counter to the achievement of equity and inclusion in education. Education offers a key entry point for inclusive societies if policy makers and educators see learner diversity not as a problem but as a challenge: to identify individual talent in all shapes and forms and create conditions for it to flourish.
* Manos Antoninis [email protected] 1
Global Education Monitoring (GEM) Report, UNESCO, 7 Place de Fontenoy, 75007 Paris, France
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Unfortunately, more or less subtle decisions leading to exclusion from curricula, irrelevant learning objectives, stereotyping in textbooks, discrimination in resource allocation and assessments, tolerance of violence, and neglect of needs, keep—or push—vulnerable groups of education systems. Contextual factors, such as politics, resources, and culture, can make the inclusion challenge appear to vary across countries or groups. In reality, the challenge is the same, regardless of context. Education systems need to treat every learne
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