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Inclusion and education: All means all. Global Education Monitoring (GEM) report 2020

GLOBAL EDUCATION MONITORING REPORT TEAM
June 2020

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The 2020 GEM Report assesses progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda. The Report also addresses inclusion in education, drawing attention to all those excluded from education, because of background or ability. The Report is motivated by the explicit reference to inclusion in the 2015 Incheon Declaration, and the call to ensure an inclusive and equitable quality education in the formulation of SDG 4, the global goal for education. It reminds us that, no matter what argument may be built to the contrary, we have a moral imperative to ensure every child has a right to an appropriate education of high quality.

The Report also explores the challenges holding us back from achieving this vision and demonstrates concrete policy examples from countries managing to tackle them with success. These include differing understandings of the word inclusion, lack of teacher support, absence of data on those excluded from education, inappropriate infrastructure, persistence of parallel systems and special schools, lack of political will and community support, untargeted finance, uncoordinated governance, multiple but inconsistent laws, and policies that are not being followed through.

Educator development and support

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
March 2008

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Limited attention has been given to helping educators to deal with the new challenges posed by the epidemic. Even less attention has been given to protecting educators from HIV infection and to providing care, treatment and support for educators infected with or affected by HIV and AIDS. There are also very few programmes addressing the needs of other education sector personnel, such as planners, managers and support staff. This booklet looks at educator development and support; educator conduct; and prevention, care, treatment and support of infected and affected eduators

Non-formal education and livelihood skills for marginalized street and slum youth in Uganda

UGANDA YOUTH DEVELOPMENT LINK (UYDEL)
June 2006

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This report summarises a programme for marginalised youth that was implemented in one urban area (Kampala) and one rural area (Arua) of Uganda, with the ultimate goal of determining marketable livelihood skills while facilitating placement of marginalised youth in employment. By providing marginalised youth with new learning opportunities that nurture empowerment and socio-economic inclusion, the project contributed to breaking the cycle of marginalisation and vulnerabilities that impedes the development of out-of-schools youth. In this context, education on HIV and AIDS was an integral part of the project, which also involved the active participation of local artisans and employers during specific training and orientation sessions. 288 marginalised youth were placed in viable working situations. The process was effective in building self-esteem, equipping them to make informed decisions and resist negative peer pressure. Training methods revolved around three basic approaches: - learning by doing; - learning by producing, and - learning by earning

Changing teaching practices : using curriculum differentiation to respond to students’ diversity

PERNER, Darlene
2005

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This guide was developed to facilitate and support inclusive education. It presents strategies and learning activities to facilitate curriculum differentiation, and offers suggestions, strategies, and learning activities to teachers to use in classrooms. This guide is useful to anyone interested in using curriculum differentiation to respond to students’ diversity

Special needs in the classroom : a teacher education guide

AINSCOW, Mel
2004

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An updated version of UNESCO's training pack developed in the early 1990s for teachers learning about inclusion. It has been used in over 50 countries and has been adapted to different countries' contexts. This guide is a source of ideas for educators wishing to improve teachers’ skills in dealing with pupil diversity in mainstream schools. It offers advice on teacher education methods, including accounts of initiatives already undertaken in various parts of the world. The book emphasises the importance of teacher development, both pre-service and in-service, and demonstrates how pupil diversity in mainstream schools can be a positive influence on the life of the school

Towards a handbook for India : overall assessment, case studies, strategies/conclusion/recommendations

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANISATION (UNESCO)
THE JOINT UNITED NATIONS PROGRAM ON HIV/AIDS (UNAIDS)
2001

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This handbook is based on a UNESCO project on cultural approaches to HIV and AIDS, which focuses on culture as the core element in ensuring relevance, efficiency and sustainability of prevention and care policies and projects. The handbook is intended to be an instrument for taking a cultural approach to HIV/AIDS in the India. It presents a set of methodological and learning approaches to be implemented in planning and training activities. It also presents a series of case studies demonstrating the approach in projects targetting settled and migrant communities in Delhi, female sex workers, men who have sex with men, street children, and drug users. It concludes with lessons learned and recommendations

Review of the present situation in special needs education

HEGARTY, Seamus
1995

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An overall comparison between the two situations - 1986 and 1993 - reported here and in the previous report allow for some guarded optimism. Most countries provided some information on policies but varied greatly in the amount of detail offered. Special educational provision is more firmly located within regular education, at school and the administrative levels, than before and has greater legislative underpinning. Within the policy statements, themselves, the most common strands related to : developing the individual's potential, integration and necessary steps for implementation. Regarding legislation, most countries did include special needs provision in the same regulatory framework as general education; the most common reason given for excluding particular children was severity of disability. Much remains to be done and there is no room for complacency. Many countries face fiscal and personnel constraints, and maintaining let alone increasing existing investment in special educational provision will not be easy. A word of caution : even where resources are not the central issue, the pressures created by the general school reforms taking place in many countries may reduce the priority given to speical educational provision. However, progress has been made, despite the many difficulties.

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