A guide for ensuring inclusion

A guide for ensuring inclusion

and equity in education
Sustainable Development Goal (SDG) 4 identifies inclusion and equity as key principles for education
systems. Built around the idea that “every learner matters and matters equally”, this guide highlights
and equity in education
the vital role of inclusive and equitable education in transforming education systems worldwide.
The guide contextualizes and defines the concepts of inclusion and equity, and offers an assessment
framework that enables country stakeholders to review and evaluate the level of equity and inclusion
in existing policies, decide the actions needed to improve policies and their implementation, and
monitor progress as actions are taken. The guide draws on international evidence and programme
experience, and provides examples of good practice around the world of steps being taken to create
inclusive and equitable education systems.

9 789231 002229
A guide for ensuring inclusion
and equity in education
UNESCO Education Sector The Global Education 2030 Agenda
Education is UNESCO’s top priority because UNESCO, as the United Nations’ specialized
it is a basic human right and the foundation agency for education, is entrusted to lead and
on which to build peace and drive sustainable coordinate the Education 2030 Agenda, which is
development. UNESCO is the United Nations’ part of a global movement to eradicate poverty
specialized agency for education and the through 17 Sustainable Development Goals by
Education Sector provides global and 2030. Education, essential to achieve all of these
regional leadership in education, strengthens goals, has its own dedicated Goal 4, which aims to
national education systems and responds “ensure inclusive and equitable quality education
to contemporary global challenges through and promote lifelong learning opportunities for all.”
education with a special focus on gender The Education 2030 Framework for Action provides
equality and Africa. guidance for the implementation of this ambitious
goal and commitments.

Published in 2017 by the United Nations The designations employed and the presentation
Educational, Scientific and Cultural of material throughout this publication do not
Organization, 7, place de Fontenoy imply the expression of any opinion whatsoever
75352 Paris 07 SP, France on the part of UNESCO concerning the legal
status of any country, territory, city or area or of its
© UNESCO 2017 authorities, or concerning the delimitation of its
frontiers or boundaries.
ISBN 978-92-3-100222-9 The ideas and opinions expressed in this
publication are those of the authors; they are not
necessarily those of UNESCO and do not commit
the Organization.

This publication is available in Open Access Cover credit: Lightspring/Shutterstock.com

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be bound by the terms of use of the UNESCO
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Foreword  

Including all learners and ensuring that each individual has an equal and personalized opportunity for educational progress is
still a challenge in almost every country. Despite commendable progress made over the past two decades to expand access to
basic education, further efforts are needed to minimize barriers to learning and to ensure that all learners in schools and other
learning settings experience a genuine inclusive environment.

The 2030 Agenda for Sustainable Development, with its focus on leaving no one behind, provides a unique opportunity to
build more inclusive and equitable societies. This should start with inclusive education systems.

Sustainable Development Goal (SDG) 4 on education calls for inclusive and equitable quality education and lifelong learning
opportunities for all by 2030. It emphasizes inclusion and equity as laying foundations for quality education and learning.
SDG 4 also calls for building and upgrading education facilities that are child-, disability-, and gender-sensitive and for
providing safe, non-violent, inclusive and effective learning environments for all.

To achieve this ambitious goal, countries should ensure inclusion and equity in and through education systems and programs.
This includes taking steps to prevent and address all forms of exclusion and marginalization, disparity, vulnerability and
inequality in educational access, participation, and completion as well as in learning processes and outcomes. It also requires
understanding learners’ diversities as opportunities in order to enhance and democratize learning for all students.

UNESCO supports government education policy-makers, practitioners and key stakeholders in their efforts to develop and
implement inclusive policies, programmes and practices that meet the needs of all learners.

We are confident that this Guide for Ensuring Inclusion and Equity in Education will serve as a resource for countries and will
contribute to accelerating efforts worldwide towards inclusive education.

Qian Tang, Ph.D.

Assistant Director-General for Education
Acknowledgements

This publication was coordinated by the Section of Education for Inclusion and Gender Equality at UNESCO Headquarters
(Florence Migeon and Justine Sass) and the UNESCO International Bureau of Education (Renato Opertti) with the support
from Giorgia Magni, Émeline Brylinski, Hyekyung Kang, Caitlin Vaverek (IBE). The team would like to express their gratitude
to Soo-Hyang Choi, Director of the Division for Inclusion, Peace and Sustainable Development at UNESCO Headquarters and
Mmantsetsa Marope, Director of UNESCO-IBE for their support throughout the development of the publication. 

The team thanks Professor Mel Ainscow for coordinating the drafting of the publication. We also acknowledge Jayne Brady de
Castro for her support in gathering the case studies.

The team gratefully acknowledges the contributions of the following experts:

Joseph Azoh, Ecole Normale Supérieure, Côte d’Ivoire; Parul Bakshi, Washington University, United States; Verity Donnelly
and Amanda Watkins, European Agency for Special Needs and Inclusive Education; Lani Florian, University of Edinburgh,
Scotland; Eman Gaad, The British University in Dubai, United Arab Emirates; Michèle Hassen, Rectorat de Paris, France; Elina
Lehtomäki, University of Jyväskylä, Finland; Nestor Lopez, International Institute for Education Planning (IIEP), Buenos Aires,
Argentina; Serge Ramel, International Laboratory on School Inclusion, Switzerland; Humberto Javier Rodríguez Hernández,
Escuela Normal de Especialización, México; Purna Kumar Shrestha, VSO International, United Kingdom; Therese Mungah
Shalo Tchombe, UNESCO Chair for Special Needs Education, University of Buea, Cameroon; and Piet Van Avermaet, Center for
Diversity and Learning, Ghent University Belgium.

We are also thankful for the comments received from UNESCO colleagues Maki Hayashikawa (UNESCO Bangkok), Sylvia
Montoya (UNESCO Institute of Statistics, UIS), Huong Le Thu, Rolla Moumne, Joyce Poan, Lydia Ruprecht, and Carlos Vargas
Tamez (UNESCO Headquarters).

Finally, thanks go to all those who supported the production of the Guide: Jane Katz who edited it, Marie Moncet who was
responsible for the design and the lay-out, and Martin Wickenden who provided liaison support for its production.
 Table of contents

Table of contents

List of figures and boxes........................................................................................................................................................................................ 6

Glossary....................................................................................................................................................................................................................... 7

Introduction...................................................................................................................................................................................10

Why was this guide developed? 10

For whom is the guide intended? 10
What does the guide include? 10
How was the guide developed? 10
Where can the guide be used? 10

1. Inclusion and equity in education.........................................................................................................................................12

Inclusion and equity in development agendas 12

Inclusion and equity in educational policy 12

2. I nclusion and equity policy analysis.....................................................................................................................................16

Dimension 1 | Concepts 17
Dimension 2 | Policy statements 22
Dimension 3 | Structures and systems 27
Dimension 4 | Practices 32

Annex 1. Guidance for completing the review............................................................................................................................................38

Proposed methodology 38
How should the review framework be completed? 38

Annex 2. The review framework.......................................................................................................................................................................39

Annex 3. Action plan guidelines.......................................................................................................................................................................43

Bibliography............................................................................................................................................................................................................44

5
A guide for ensuring inclusion and equity in education

List of figures and boxes

Figure 1. Dimensions of the policy review framework 12

Box 1. Key terms 8

Box 2. Inclusive education for children with disabilities 9
Box 3. Infusing inclusive principles and practice in education in Lao PDR 14
Box 4. Fitting the curriculum to student needs in the Netherlands 15
Box 5. Building commitment to inclusion and equity in Bangladesh 16
Box 6. Assessing the inclusiveness of mainstream schools in Ghana 17
Box 7. A national policy for multiculturalism in Paraguay 19
Box 8. Building leadership through inclusive education planning in Rwanda 20
Box 9. Educational roundtables in Nicaragua engage civil society in policy advocacy 22
Box 10. Listening to children: experiences in Denmark 24
Box 11. Cluster schools in Ethiopia 25
Box 12. A regional framework for prevention, care and support activities in Africa 26
Box 13. Developing an itinerant teacher support system in Cambodia 27
Box 14. Overcoming barriers to inclusion in Gaza 29
Box 15. Co-teaching for inclusion in Finland 30
Box 16. Teacher educators supporting inclusive education in Viet Nam 31
Box 17. A team approach to inclusion in Macedonia 32
Box 18. Students helping teachers to innovate in Portugal 33

6
 Glossary

Glossary

Diversity People’s differences which may relate to their race, ethnicity, gender, sexual orientation,
language, culture, religion, mental and physical ability, class, and immigration status.
Equity Ensuring that there is a concern with fairness, such that the education of all learners is seen
as being of equal importance.
Gender equality The understanding that women and men have equal conditions for realizing their full
human rights and for contributing to, and benefiting from, economic, social, cultural and
political development.
Inclusion A process that helps to overcome barriers limiting the presence, participation and
achievement of learners.
Inclusive education Process of strengthening the capacity of the education system to reach out to all learners.
Individual education plan Written plan/programme with input from the parents that specifies the student's academic
goals and the method to obtain these goals.
Integration Learners labelled as having 'special educational needs' are placed in mainstream education
settings with some adaptations and resources, but on condition that they can fit in with pre-
existing structures, attitudes and an unaltered environment.
Mainstreaming/Mainstream The practice of educating students with learning challenges in regular classes during
education specific time-periods based on their skills.
Special education Classes or instruction designed for students categorized as having special educational
needs.
Special educational needs A term used in some countries to refer to children with impairments that are seen as
requiring additional support.

7
Introduction
A guide for ensuring inclusion and equity in education

Introduction
In September 2015, countries committed to a renewed framework for sustainable development by adopting the 2030
Agenda for Sustainable Development and the Sustainable Development Goals (SDGs). This Agenda recognizes the actions
that individuals, communities and governments need to take to secure the well-being of both people and the planet, by
promoting social and human development, environmental protection, economic prosperity, and equity. Inclusive quality
education is both a goal in itself (Sustainable Development Goal 4) and a means for attaining all other SDGs.

Why was this guide developed? The guide includes evidence that informs the assessment
framework, examples of initiatives that are contributing to
As countries seek to strengthen their national educational
more inclusive and equitable education systems in different
systems, finding ways of including all learners and
parts of the world, and recommendations for further reading.
ensuring that each individual has an equal opportunity for
educational progress remain major challenges.
How was the guide developed?
This guide is intended to support countries in embedding
The guide draws on international research and on best
inclusion and equity in educational policy. The ultimate
practice related to equity and inclusion in education
objective is to create system-wide change for overcoming
systems. It was developed with the advice and support of
barriers to quality educational access, participation, learning
a group of international experts, including policy-makers,
processes and outcomes, and to ensure that all learners are
practitioners, researchers, teacher educators, curriculum
valued and engaged equally.
developers and representatives of various international
agencies. It is built upon the UNESCO International Bureau
For whom is the guide intended? of Education (IBE) series of Training Tools for Curriculum
The guide is intended for use by key government education Development, ‘Reaching Out to All Learners: A Resource
policy-makers, working with key stakeholders such as Pack for Supporting Inclusive Education’, and on updates
teachers and other educators, students, families, and to the 2009 UNESCO Policy Guidelines on Inclusion
community representatives. The guide could also assist in Education.
development partners in facilitating a policy review process.
However, governments would need to be at the helm of Where can the guide be used?
such a process for system-wide and sustainable change.
This guide is relevant to all countries and educational
systems. While targeting improvements in formal education,
What does the guide include? it recognizes that education occurs in many contexts – in
The guide is built around an assessment framework that can formal, non-formal and informal settings – and across one’s
serve to: lifetime. The guide can either be used independently or it
can be incorporated into other policy review processes and
—— Review how well equity and inclusion currently figure in
tools to ensure attention to equity and inclusion.
existing policies;

—— Decide which actions are needed to improve policies and

their implementation towards equitable and inclusive
education systems; and

—— Monitor progress as actions are taken.

10
 Glossary

1.
Inclusion and equity
in education

11
A guide for ensuring inclusion and equity in education

Inclusion and equity

in education

Inclusion and equity Education for All (EFA) – the global movement to ensure
in development agendas quality basic education for all children, youth and adults –
and are specific about the kind of education that is needed
The right of all children to education is asserted in in today’s world. SDG 4 calls for countries to ‘ensure inclusive
numerous international treaties and texts, and has and equitable quality education, and promote lifelong
been affirmed by both legally binding and non-binding learning opportunities for all’.
instruments.1 States therefore have an obligation
to respect, protect and fulfil the right of all learners The Education 2030 Framework for Action has been adopted
to education (UNESCO, 2014). by the global education community to advance progress
towards SDG4 and its targets. The Framework stresses the
The last 15 years have seen significant progress globally in need to address all forms of exclusion and marginalization.
expanding access to education, particularly at the primary It specifically calls for addressing inequalities related to
level. Nevertheless, UNESCO’s most recent figures indicate access, participation, and learning processes and outcomes,
that some 263 million children and youth aged between paying particular attention to gender equality. This includes
6 and 17 years, most of them girls, are not in school today efforts to enable education systems to serve all learners,
(Global Education Monitoring Report, 2016). Projections with a particular focus on those who have traditionally been
indicate that 25 million of these children will never set foot excluded from educational opportunities. Excluded learners
in a classroom. Significant gender disparities exist, with girls include those from the poorest households, ethnic and
representing two-thirds of the total number of children out linguistic minorities, indigenous people, and persons with
of school. special needs and disabilities.
Compared with the richest children, the poorest children
are four times more likely to be out of school and five Inclusion and equity
times more likely not to complete primary education in educational policy
(Global Education Monitoring Report, 2016). While the
The central message is simple: every learner matters and
situation is most acute in the developing world, growing
matters equally. The complexity arises, however, when we
inequalities are also present in many wealthier countries,
try to put this message into practice. Implementing this
compounded mainly by increasing globalization and
message will likely require changes in thinking and practice
international migration.
at every level of an education system, from classroom
The Sustainable Development Goals build on the teachers and others who provide educational experiences
Millennium Development Goals (MDGs) and the goals of directly, to those responsible for national policy.

1. This includes, for example, Article 26 of the Universal Declaration of Human Rights Education policy can influence and support inclusive
(1948), the Convention relating to the Status of Refugees (1951), the International
Covenant on Economic, Social and Cultural Rights (1960), the Convention against thinking and practices by establishing the equal right of
Discrimination in Education (1960), the Convention on the Elimination of All every individual to education, and by outlining the forms of
Forms of Discrimination against Women (1979), the Convention on the Rights
of the Child (1989), the UN Convention on the Rights of Persons with Disabilities teaching, support and leadership that lay the foundation for
(2006), and the UN General Assembly Resolution on the Right to Education in
Emergency Situations. See: UNESCO. 2015. Education 2030 Incheon Declaration quality education for all (UNESCO, 2015b).
and Framework for Action. Paris, UNESCO.

12
 1. Inclusion and equity in education

—— Implementing changes effectively and monitoring them

Box 1.  Key terms
for impact, recognizing that building inclusion and
Inclusion is a process that helps overcome barriers equity in education is an on-going process, rather than a
limiting the presence, participation and achievement of one‑time effort.
learners.
Equity is about ensuring that there is a concern with Bringing the principles of equity and inclusion into
fairness, such that the education of all learners is seen education policy also requires engaging other sectors, such
as having equal importance. as health, social welfare and child protection services, to
ensure a common administrative and legislative framework
Developing policies that are inclusive and equitable requires for inclusive and equitable education.
the recognition that students’ difficulties arise from aspects
of the education system itself, including: the ways in which Box 2.  Inclusive education for children with
disabilities
education systems are organized currently, the forms of
teaching that are provided, the learning environment, Children with disabilities are among the most
and the ways in which students’ progress is supported marginalized and excluded groups of children; routinely,
they are denied their right to quality education (WHO
and evaluated.
and World Bank, 2011). Policies vary considerably
Even more important is translating this recognition into worldwide, with some countries prioritizing education
for these children in different settings: special schools
concrete reforms, seeing individual differences not as
and centres; special classes in integrated schools; or
problems to be fixed, but as opportunities for democratizing inclusive schools which work to identify and remove
and enriching learning. Differences can act as a catalyst barriers, and to enable every learner to participate and
for innovation that can benefit all learners, whatever their achieve in mainstream settings. Establishing inclusive
personal characteristics and home circumstances. schools is widely regarded as desirable for equality
and human rights, and it has educational, social and
Integrating the principles of equity and inclusion into economic benefits (UNESCO, 2001).
education policy involves:

—— Valuing the presence, participation and achievement Many factors can work either to facilitate or to inhibit
of all learners, regardless of their contexts and personal inclusive and equitable practices within education systems.
characteristics. Some of those factors are: teacher skills and attitudes,
infrastructure, pedagogical strategies and the curriculum.
—— Recognizing the benefits of student diversity, and how to These are all variables which education ministries either
live with, and learn from, difference. control directly, or over which they can at least exert
considerable influence.
—— Collecting, collating and evaluating evidence on children’s
barriers to education access, to participation and to The framework presented in the next section explores
achievement, with particular attention to learners who the key dimensions and features of education policy. If
may be most at risk of underachievement, marginalization supported by the necessary legislation, institutions and
or exclusion. resources, this framework can be transformative in creating
inclusive and equitable education systems.
—— Building a common understanding that more inclusive
and equitable education systems have the potential
to promote gender equality, reduce inequalities,
develop teacher and system capabilities, and encourage
"The central message
supportive learning environments. These various efforts
will, in turn, contribute to overall improvements in is simple: every
educational quality.

—— Engaging key education and community stakeholders to learner matters and

foster the conditions for inclusive learning, and to foster
a broader understanding of the principles of inclusion
and equity.
matters equally."
13
2.
Inclusion and equity
policy analysis

15
A guide for ensuring inclusion and equity in education

2. Inclusion and equity

policy analysis
Whether at the national or more local level, countries can International research has identified four overlapping
use the policy review framework presented in this Guide in dimensions as keys to establishing inclusive and equitable
three ways: to assess existing education policies for their education systems (Figure 1). This section explains these
attention to equity and inclusion; to create and implement dimensions at length, providing examples of initiatives in
an action plan to advance education policy; and, to monitor different parts of the world that are contributing to more
progress as actions are taken. This policy review framework inclusive and equitable education systems.
is based on a framework originally developed for the
48th session of the International Conference on Education
and it relates to ‘Reaching Out to All Learners: A Resource
Pack for Supporting Inclusive Education’.

Figure 1. Dimensions of the policy review framework

1
Concepts

3 Inclusion 2
Structures and equity Policy
and as a process statements
systems

4
Practices
Source: Adapted from UNESCO-IBE, 2016

Each dimension has four defining features. These features form the basis of the self-assessment framework.

16
 2. Inclusion and equity policy analysis

Dimension 1 | Concepts

Key features

Inclusion and equity are overarching principles that guide all

1.1 educational policies, plans and practices

The national curriculum and its associated assessment systems are

1.2 designed to respond effectively to all learners

All partners who work with learners and their families understand
1.3 and support the national policy goals for promoting inclusion and
equity in education

Systems are in place to monitor the presence, participation and

1.4 achievement of all learners within the education system

17
A guide for ensuring inclusion and equity in education

1.1 Inclusion and equity are overarching principles that

guide all educational policies, plans and practices

Inclusion and equity are overarching principles that should

guide all educational policies, plans and practices, rather than Box 3. Infusing inclusive principles and
practice in education in Lao PDR
being the focus of a separate policy. These principles recognize
that education is a human right and is the foundation for more In the Lao People’s Democratic Republic, the education
equitable, inclusive and cohesive communities (Vitello and system is seeking to apply the principle of inclusion
Mithaug, 1998). through shifts in policy and in the culture. Education
in Lao PDR has significant disparities between boys
Ensuring that all learners have access to quality education and girls, rural and urban areas, poor and non-
also acknowledges the intrinsic value of diversity and poor districts, and among ethnic groups on rates of
respect for human dignity (UNESCO, 2015a). In this way, enrolment, repetition, dropping out, and completion.
To address this, the national policy focuses on
differences come to be seen in a positive light as the stimulus
inclusive education, broadly defined as removing
for fostering learning among children, young people and all barriers to school enrolment and achievement.
adults, and for promoting gender equality. The principles of Leadership and a strong, common understanding of
inclusion and equity are, then, not only about ensuring access inclusion are the key factors in reaching the policy’s
to education, but also about having quality learning spaces goals. Additional factors that are key to success include
and pedagogies that enable students to thrive, to understand capacity-building, awareness-raising, and inclusion
of women and girls, ethnic people, and persons with
their realities, and to work for a more just society.
disabilities in decision-making processes and other
efforts for reaching excluded learners. Such efforts
include strengthening the capacity of schools and
of the Village Education Development Committee to
perform these tasks:
—— Collect and analyse data, including from local
family registries, for tracking children who are not
in school;
—— Conduct child-seeking activities to support out-of-
school learners in re-entering the education system;
—— Conduct regular monitoring of student attendance to
identify those at risk of dropping out;
—— Use statistics to establish long-term school
development plans and yearly school improvement
actions and targets for promoting retention; and
—— Create rights-based child-friendly schools, as
defined by UNICEF, which are part of a wider
framework of child-friendly families, communities
and provinces, encompassing the country as a whole
(Shaeffer, 2013; 2015).
To find out more:
https://www.unicef.org/cfs/files/Identifying_and_Promoting_Good_
Practice_in_Equity_and_Child-Friendly_Education.pdf
Anton_Ivanov / Shutterstock.com

18
 2. Inclusion and equity policy analysis

1.2 The national curriculum and its associated assessment

systems are designed to respond effectively to all learners

The curriculum is the central means for enacting the It is important to remember, at the same time, that students
principles of inclusion and equity within an education have access to many other learning experiences; while
system. Developing a curriculum that will include all these experiences may be more difficult to plan, they are
learners may well involve broadening the definition of certainly influenced by the schools and other aspects of
learning used by teachers and education decision-makers. the education system. These experiences include social
As long as learning is defined narrowly as the acquisition interactions among students, interactions between students
of knowledge presented by a teacher, schools will likely and teachers both in and out of the classroom, and learning
be locked into rigidly organized curricula and teaching experiences that occur within the community, for instance,
practices. In stark contrast, inclusive curricula are based in the family or in various social or religious contexts.
on the view that learning occurs when students are
actively involved, taking the lead in making sense of their
experiences (Udvari-Solnar, 1996). Box 4. Fitting the curriculum to student needs
in the Netherlands
In this changed view, the teacher’s role becomes one of In the Netherlands, education policy promotes
guiding and facilitating engagement and learning, rather integrating pupils with special education needs
than instructing. This makes it possible for a diverse group into mainstream education. While core curriculum
of students to be educated together, since the students objectives must be covered in all schools and
need not to be at the same point in their learning, or inspectorates monitor how the content specified
in these objectives is implemented, schools have
receive the same instruction from their teacher. Rather, they
significant freedom to organize the curriculum so
can work at their own pace and in their own way, within that it responds to the needs and capacities of their
a common framework of objectives and activities. This learners. Scenarios have been created to guide schools
approach also fosters a sense of belonging to a community in organizing the different learning areas within their
and a shared understanding of key values and global curriculum. While developing these tailor-made
citizenship – a sense of being a part of a broader community curricula puts additional demands on schools and
teachers, it is also part of ensuring the quality of
and common humanity (UNESCO, 2015d).
education for students with special educational needs,
At its heart are the planned teaching and learning wherever that education takes place. As the authors
mention, in the Netherlands, 'education is seen as an
opportunities that are available in ordinary classrooms –
important tool to combat poverty, social exclusion and
the intended curricula effectively implemented. It is also marginalization' (Thijs et al., 2008, p. 39).
essential to develop and use national assessment systems
To find out more: https://www.european-agency.org/sites/default/
that comply with international human rights norms, so files/Inclusive_Education_Netherlands.pdf
that education will fulfil the objectives that human rights
conventions established (see Dimension 4.3 below).2

"… learning occurs when

2. See Human Rights Council. 2014. Report of the Special Rapporteur on the Right to
Education, A/HRC/26/27. students are actively involved…"

19
A guide for ensuring inclusion and equity in education

1.3 All partners who work with learners and their families
understand and support the national policy goals
for promoting inclusion and equity in education

Educational change is technically simple but politically and Some key lessons have emerged from efforts to build
socially complex (Fullan, 2007). Moves towards inclusion consensus for equity and inclusion in education. These
and equity may not always be understood or welcomed in lessons include the need for:
contexts where people are used to segregated education
—— Clarity of purpose, and a shared understanding of the
provision, or where educators doubt their ability to cope
rationale for and the purpose of the changes that are
with learners’ diversity. Therefore, it is necessary to mobilize
being introduced;
opinion in favour of these principles of equity and inclusion.
—— An understanding of the added value of the proposed
Box 5. Building commitment to inclusion and changes, emphasizing the benefits for parents and
equity in Bangladesh children, for the community at large, and for the
What is happening in Shirina Akter’s classroom is a education system itself;
positive example of the impact of inclusive thinking.
'Facing her class of 60 children, she moves on to the last —— Evidence to enable informed judgements about the
exercise before school breaks up for a short holiday: current situation and the impact expected from the
comprehension. While rows of girls with neat plaits proposed changes;
and boys in short-sleeved shirts scribble away in their
exercise books, one child sitting at the front delivers a —— Champions, those who are committed to inclusive and
series of pin-pricks into a black, plastic tablet. Salim, equitable education, and who can mobilize networks of
who has been blind since birth, is using a simple device support; and
to write in Braille. It is just one of the things that allows
him to sit alongside his peers at the Hasnabad primary —— Strategic communication, which may require the
school, in a small, thriving country town of textile mills, development of a strategy that draws on different
soap factories and farms, about 50 km northeast of
channels to reach different stakeholders.
Dhaka' (UNICEF, 2014, p. 10). In places like Hasnabad,
Sightsavers has been working with local partners, such
UN Photo/Albert Gonzalèz Farran
as the non-profit organization Assistance for Blind
Children (ABC), to build the commitment and capacity
among teachers and schools to include the visually
impaired in mainstream schools. ABC also engages with
the children’s parents, many of whom assume that their
child’s impairment means that he or she is incapable
of learning and will be barred from school. Such
engagement raises parents’ awareness and provides
an opportunity for determining the appropriate school
placement for the child.
To find out more:
http://www.inclusive-education.org/sites/default/files/uploads/
booklets/IE_Webinar_Booklet_13.pdf
http://www.eenet.org.uk/resources/docs/Sightsavers_Bangladesh_
booklet.pdf

20
 2. Inclusion and equity policy analysis

1.4 S ystems are in place to monitor the presence,

participation and achievement of all learners
within the education system

Research points to ‘levers for change’ that can be used to The SDGs call for a greater focus on equity point to
promote equity and inclusion in education. In particular, renewed efforts for measuring inequality in education.
research identifies important evidence that the presence, Many countries have standards for assessing children’s
participation and achievement of learners are among the educational attainment, at all levels of schooling. In some
most important factors for success (Ainscow, 2005). countries, detailed statistics at the level of the school, or
even the class, are available on students having difficulty in
Deciding what kinds of evidence to collect and how to
school or suffering from other disadvantages. In many cases
use it requires care. For example, education systems now
though, household surveys or other methods are needed in
collect far more statistical data on learning outcomes than
order to identify those who are the furthest behind.
ever before (often using standardized tests for country
comparisons), in order to determine the effectiveness of
those systems. This reflects a narrow view of education Box 6. Assessing the inclusiveness of
as merely the acquisition of a set of functional skills. This mainstream schools in Ghana
view has, in turn, led to new pressures: in many countries, Ensuring free, compulsory and good-quality basic
the officials who guide the nation’s policies have become education for all children is the commitment
preoccupied with measuring school outcomes through test undertaken by the Government of Ghana. The key
scores, and with comparing their progress to the progress of question is this: How can the government check
other countries. that these efforts are helping more children gain
access to school and participate in learning and
In countries with narrowly conceived criteria for defining social life in school? To answer this question, the
success, monitoring mechanisms can impede the Inclusive Education Monitoring Tool was developed
to make a more systematic monitoring possible. Head
development of a more inclusive education system. A
teachers use this checklist to gather qualitative and
well-functioning education system requires policies that quantitative information, with contributions from
focus on the participation and achievement of all learners. teachers during school meetings; supervisors, who
It must also address the disadvantages faced by some already visit and support the schools regularly, then
groups in the population, such as those from the poorest counter-check the checklist. Supervisors visit school
households, ethnic and linguistic minorities, indigenous facilities, observe classrooms, interview the teachers
and children informally, and provide feedback to
people, persons with special needs and disabilities, and girls
school heads and teachers. The monitoring happens
(World Bank Group, 2011). twice a year to measure growth and to determine the
path for decision-making for the next academic year.
Therefore, accepted, clearly stated definitions of inclusion
It also provides baseline information for on-going
and equity should be the starting point for deciding what assessment of school inclusiveness in the country. At
to monitor. In other words, there is a need to ‘measure what the school level, these data help head teachers to
we value’, rather than ‘value what we can measure' (Ainscow identify barriers to inclusion in their schools, and to
et al., 2003), which is often what happens. encourage a flexible approach to inclusive practices.
They also help in identifying positive attitudes and
active stakeholders in the schools and the community,
allowing schools to build on their existing strengths
(Otaah et al., 2013).

21
A guide for ensuring inclusion and equity in education

Dimension 2 | Policy statements

Key features

The important national education policy documents strongly

2.1 emphasize inclusion and equity

Senior staff at the national, district and school levels provide

2.2 leadership on inclusion and equity in education

Leaders at all levels articulate consistent policy goals to develop

2.3 inclusive and equitable educational practices

Leaders at all levels challenge non-inclusive, discriminatory and

2.4 inequitable educational practices

22
 2. Inclusion and equity policy analysis

2.1 T he important national educational policy documents

strongly emphasize inclusion and equity

Legislation is a vital part of developing a more inclusive

Box 7. A national policy for multiculturalism
and equitable education system. In particular, legislation
in Paraguay
provides the articulation of principles and rights that is
needed for creating a framework for inclusion, and for Paraguay is a multi-ethnic, multicultural society. The 1967
constitution recognized Paraguay as a bilingual country,
reforming those elements in the existing system that may
and bilingual teaching and learning have been national
constitute major barriers to equity. (Such barriers include policy since 1994. Language plays a very important
policies which forbid students from specific groups – such role, both for understanding the national culture and
as learners with disabilities, or from different language for transmitting cultural values that are universally
groups – from attending their neighbourhood school.) accepted. Bilingual education is a pedagogical approach
Furthermore, legislation articulates the mandate of in which the mother language is deemed necessary
throughout the whole learning process. The second
fundamental inclusive practice (for instance, that schools
language is introduced with respect to the mother
should educate all learners in their communities). It also language in order to achieve communicative competence
articulates the procedures and practices throughout the in both. 'In curriculum planning, the ‘mother tongue’
education system that will facilitate equity (for example, has been defined as the language that students across
by creating a flexible curriculum, or by introducing the educational system use preferentially. The ‘second
community governance). language’ is the language in which the child has less
communicative proficiency' (Benítez Ojeda and Martinez
Even where radical legislative reform is neither desirable Stark, 2014, p. 122, original in Spanish). One innovative
literacy model that has been successfully implemented
nor possible, statements of principles at the government
uses both official languages at the same time. In this
level can generate debate around inclusion and equity in
perspective, education in two languages and in two
education and begin the process of consensus building. cultures is the foundation that ensures functional and
In some countries, special education systems are covered meaningful learning. This avoids a long, complicated
by separate legislation and administrated by separate process of trying to prioritize one language over the other.
sections or departments at national and local levels. Special
education may also have separate systems for training and Additionally, it is important to ensure effective
funding, and its own curricula and assessment procedures. communication among various stakeholders in countries
In these situations, it may be necessary to integrate the where various laws and sectors regulate certain population
legislative frameworks that govern the welfare, social and groups. When communication is effective, it is possible
health sectors with general and special education. This is to build a legislative framework that will unite available
not just about locating the special education system under resources around the single purpose of creating a more
the umbrella of general education legislation, but about inclusive and equitable system of education.
merging the two systems.
However, international declarations on educational
inclusion and equity have to be interpreted in light of local
circumstances. Many countries have found it useful to
formulate an explicit statement of the principles that guide
their own transition towards greater inclusion and equity.
States that do this fulfil their obligations by making positive
efforts to enable individuals and communities to enjoy their
right to education (UNESCO, 2014).

23
A guide for ensuring inclusion and equity in education

2.2 S enior staff at the national, district and school levels

provide leadership on inclusion and equity in education

Policy is made at all levels of an education system, not Altering the cultural norms that exist in an education system
least at the level of the classroom. As such, the transition is difficult; it is particularly difficult in a context that faces so
to inclusion and equity is not simply a technical or an many competing pressures and where practitioners tend to
organizational change. Rather, it is a move in a clearly work alone when addressing problems. Leaders at all levels,
philosophical direction (Fulcher, 1989). including those in civil society and in other sectors, have to
be prepared to analyze their own situations, identify local
Moving to more inclusive and equitable ways of working
barriers and facilitators, plan an appropriate development
requires changes in the culture throughout an education
process, and provide leadership for inclusive practices and
system (Dyson et al., 2004). These changes range from shifts
effective strategies for monitoring equity in education.
in policy-makers’ values and ways of thinking, which then
enable them to provide a new vision for shaping a culture of
inclusion and equity, to significant changes within schools. Box 8.  Building leadership through inclusive
education planning in Rwanda
A culture of inclusion and equity in education requires a
shared set of assumptions and beliefs among senior staff Since 2012, Rwanda has prepared annual inclusive
education development action plans at the district
at the national, district and school levels. Central to these
level, in cooperation with the NGO Handicap
assumptions and beliefs is valuing differences, believing in International. These plans are intended to enable
collaboration, and being committed to offering educational district and sector officials, school practitioners,
opportunities to all students (Dyson et al., 2004). parents, educational officials, children and other
actors to own inclusive education and to be engaged
in putting it into practice. By using a participatory
approach, they analyse local needs, plan activities,
"A culture of inclusion and identify stakeholders to be involved, set goals and
indicators, strategies to be used, and target dates for
review and evaluation. Collaborations with the District
equity in education required a Education Departments provide insight into needed
actions to support the implementation of the plans
based on available resources. In a relatively short
shared set of assumptions and time, the behaviour of school head teachers, as well
as district, sector and education officials, has changed
significantly towards owning and understanding
beliefs among senior staff…" the principle of inclusion in education (Murenzi and
Purnomo, 2013).

24
 2. Inclusion and equity policy analysis

2.3 Leaders at all levels articulate consistent policy goals to

develop inclusive and equitable educational practices

Developing inclusive and equitable educational practices Education systems can create opportunities for teachers
is not only about promoting new techniques. More and educators to build a common language about
importantly, it is about providing the space to review and detailed aspects of their practice, and about how to make
unpack the social processes of learning that occur in specific these aspects of practice more inclusive and equitable
school contexts, and the actions and the thinking that (Huberman, 1993). Without such a language, teachers
inform these processes (Ainscow et al., 2006). may find it difficult to experiment with new possibilities.
It is through their shared experiences that colleagues can
Leaders at all levels of the education system have an
help each other to articulate what they currently do and to
important role in promoting inclusive ways of managing
define what they might like to do. Their common language
schools and the education process. Much of what teachers
and shared experiences are also the means for challenging
do during the intensive encounters that occur in a typical
assumptions and biases about particular groups of learners.
lesson happens at an automatic, intuitive level, involving
tacit knowledge. Furthermore, teachers often have little Techniques that are particularly powerful for sharing
time to stop, think, and engage in a dialogue with other experiences use mutual observation, sometimes through
teachers about their teaching practice. video recordings, and evidence collected from students
about teaching and learning arrangements within a school.
Such approaches can help stimulate self-questioning,
creativity, and actions to address barriers to participation
and learning (Ainscow et al., 2003; Hiebert et al., 2002).

UN Photo / Martine Perret

25
A guide for ensuring inclusion and equity in education

2.4 Leaders at all levels challenge non-inclusive,

discriminatory and inequitable educational practices

Leaders at all levels need to establish the conditions

Box 9.  Educational roundtables in Nicaragua
within their organizations for challenging non-inclusive,
engage civil society in policy advocacy
discriminatory and inequitable educational practices. From
the complementary perspective, leaders need to establish The Foro de Educación y Desarrollo Humano de la
Iniciativa por Nicaragua (the Forum for Education and
the conditions that build consensus and commitment
Human Development of the Initiative for Nicaragua)
towards putting the universal values of inclusion and equity promotes the participation of civil society in 'formulating,
into practice. implementing and evaluating national education
policies and programmes' (Campaña Latinoamericana
Particular forms of leadership are known to be effective in por el Derecho a la Educación, 2012, p. 14). This has
promoting school equality, equity and social justice. These led to creating local education ‘roundtables’, which
approaches focus attention on teaching and learning; are cooperative, decision-making spaces for education
they create strong communities of students, teachers and discussions at the municipal level. All interested
stakeholders are welcome to participate, including
parents; they nurture the understanding of a culture of
educators, NGOs, institutions and representatives
education among families; and, they foster multi-agency
from the Ministry of Education and local governments.
(Kugelmass and Ainscow, 2005). Unlike mechanistic views of Each roundtable determines its own organization and
educational improvement, these approaches acknowledge leadership, taking the context of each community into
that decisions about how to improve schools always account. The project coordinator explains: ‘Education
involve moral and political reasoning, as well as technical roundtables provide an opportunity to discuss education
policy advocacy. At the time, we felt it was important to
considerations. Therefore, having discussions about
influence national decisions, but it was also important
inclusion and equity can help in articulating the values
to advocate in the communities in which we believe
that underlie which, how and why changes should be made more tangible changes to education can be made. It was
in schools. also important to work with the roundtables as a strategy
to decentralize the issue of education and for local
Education systems can promote this kind of supportive authorities to make a greater commitment to education
school leadership by: in their municipalities' (Campaña Latinoamericana por el
Derecho a la Educación, 2012, p. 15).
—— Selecting and training school leaders based on their
To find out more: http://www.campaignforeducation.org/docs/csef/
commitment to inclusive and equitable values, and CLADE%20Lessons%20Learned%20-%20Casos%20EPDF%20Final_
their capacity to promote the style of management INGLES_baixa.pdf
described above;

—— Providing teachers with opportunities to pool their

professional experience and expertise so as to re-examine
their practice, with the goal of making that practice more
responsive and flexible to learners (see 2.3 above); and,

—— Developing ‘inclusive cultures’ and consensus around

inclusive and equitable values within school communities
(Deppeler and Ainscow, 2016).

Filipe Frazao / Shutterstock.com

26
 2. Inclusion and equity policy analysis

Dimension 3 | Structures and systems

Key features

3.1 There is high-quality support for vulnerable learners

All services and institutions involved with learners and their

3.2 families work together in coordinating inclusive and equitable
educational policies and practices

Resources, both human and financial, are distributed in ways that

3.3 benefit potentially vulnerable learners

There is a clear role for special provision, such as special schools

3.4 and units, in promoting inclusion and equity in education

27
A guide for ensuring inclusion and equity in education

3.1 There is high-quality support

for vulnerable learners

In order to foster inclusion and equity in education, Where parents lack the confidence and skills to participate
governments need to mobilize human and financial in such projects, it might be necessary to work with them
resources, some of which may not be under their direct to help them develop their capacity and build networks.
control. Forming partnerships among key stakeholders who This could include creating parent support groups, training
can support and own the process of change is essential. parents to work with their children, or building parents’
These stakeholders include: parents/caregivers; teachers advocacy skills for negotiating with schools and authorities
and other education professionals; teacher trainers and (Miles, 2002).
researchers; national, local and school-level administrators
and managers; policy-makers and service providers in other
sectors (e.g. health, child protection and social services); Box 10.  Listening to children: experiences
in Denmark
civic groups in the community; and members of minority
groups that are at risk of exclusion. The ‘Children’s Voice’ project in Copenhagen’s inner-
city schools consults with parents and children to elicit
Families’ involvement is particularly crucial. In some their views on the child’s well-being and learning.
countries, parents and education authorities already It builds on the ‘Joint Action’ inclusive programme
cooperate closely in developing community-based that aims to create more family-oriented actions in
childhood education, with everyone contributing as
programmes for certain groups of learners, such as those
equal stakeholders. The consultations are organized by
who are excluded because of their gender, social status or professionals who create a framework for reflection in
impairments (Mittler, 2000). A logical next step is for these a ‘blame-free’ atmosphere, where everybody is entitled
parents to become involved in supporting change for to offer solutions to concerns that have been shared.
developing inclusion in schools. This means that the meetings must be well-prepared,
well-facilitated and solution-focused. The consultations
result in an action plan that the participants develop,
implement and evaluate jointly. ‘Children’s Voice’ seeks

"Forming partnerships to develop a unifying sense of community, grounded

in individual realities, that aims particularly at building
relationships (Lentz, 2015).

among key stakeholders

who can support and own
the process of change is
essential."

28
 2. Inclusion and equity policy analysis

3.2  ll services and institutions involved with learners and

A
their families work together in coordinating inclusive
and equitable educational policies and practices

In some countries, a move towards a decentralized the school’s established routines are seen, not as ‘having
management structure has accompanied the shift to problems’, but as challenging teachers to re-examine
more inclusive and equitable education. Decentralization their own practice in order to make it more responsive
seems to encourage flexibility and risk-taking, and it also and flexible.
counteracts the tendency of centralized bureaucracies to
set up rigid decision-making procedures. Clearly, there are
risks to avoid, not least regarding the control of financial Box 11. Cluster schools in Ethiopia
resources. Decentralized control therefore entails a need In Ethiopia, the NGO Handicap International piloted an
for checks and balances to ensure fairness in allocating and approach in which six ‘cluster schools’ became inclusive
using resources. by accommodating learners with special educational
needs, including children with disabilities. The cluster
There is also evidence that school-to-school collaboration schools, which enrolled over 700 students, were used
can strengthen the capacity of individual organizations to support 30 satellite schools in applying similar
educational practices and approaches. Representatives
to respond to diversity among learners (Muijs et al., 2011).
from organizations for persons with disabilities
Specifically, collaboration between schools can help reduce were involved in promoting and practicing inclusive
the polarization of schools, to the particular benefit of those education for vulnerable groups together with the
students who are marginalized at the edges of the system. cluster schools; children supported this educational
In addition, there is evidence that, when schools develop process through student parliaments and clubs. This
more collaborative ways of working, there is an impact on led to improvements in inclusive education practice
by service-providers, better physical accessibility
how teachers perceive themselves and their work. More
for learners, increased enrolment for children with
specifically, discussing and comparing their practice can disabilities and a better learning environment for all 
lead teachers to view underachieving students in a new students (Murenzi and Mebratu, 2013).
light. As a result, learners who are difficult to educate within

Smile love sojazz / Shutterstock.com

29
A guide for ensuring inclusion and equity in education

3.3 Resources, both human and financial, are distributed

in ways that benefit potentially vulnerable learners

While all countries face difficulties in finding the funds It may be necessary to set up or strengthen monitoring
to support inclusive and equitable developments, this systems to ensure that funding and other resources are used
is particularly challenging in the parts of the world that appropriately and effectively. Even though levels of funding
are economically poorer. Therefore, it is important to find differ from country to country, many of the challenges
ways of addressing the needs of the most marginalized and the strategies are similar. Establishing sustainable
and of student diversity that do not necessarily demand partnerships between the government and other potential
extra funding and additional resources. The crucial factor funders is also worthwhile.
is ensuring that available resources, particularly human
resources, are used to best effect. Countries should make Box 12. A regional framework for prevention,
sure that the criteria for allocating financial and human care and support activities in Africa
resources for education reflect the goals of inclusion The Southern African Development Community (SADC)
and equity. is home to more than 17 million orphans; many more
girls, and children and youth with disabilities remain
The long-term social and economic benefits of targeting vulnerable in countries across the region. These numbers
public resources towards the marginalized far outweigh the represent one of the most profound and long-lasting
costs. Some countries that have targeted spending towards impacts of the HIV epidemic. Care and Support for
Teaching and Learning (CSTL), a partnership among
disadvantaged groups have seen results in more equitable
countries, provides an overarching framework for
learning outcomes (UNESCO, 2015c). initiating, coordinating and expanding prevention, care
and support activities; such activities aim, in all instances,
at improving education outcomes. A developmental
"…It is important to find approach – addressing barriers to education through
care and support for teaching and learning – has been
at the heart of CSTL since its inception, and continues
ways of addressing the needs to underpin its planning and execution. At the school
level, CSTL supports identifying, assessing, and providing
materials required for basic survival needs, as well as
of the most marginalized the monitoring of vulnerable students. Beyond that, it
also provides access to HIV education and services for
vulnerable children and youth, especially girls, who are at
and of student diversity that a higher risk of exposure. At the national and subnational
levels, CSTL is 'mainstreaming care and support in
appropriate ways across all components of the education
do not necessarily demand system, such as governance and management, policy,
planning and resourcing, human resource development,
curriculum, infrastructure, structures and partnerships,
extra funding and additional and monitoring ...' (Care and Support for Teaching
and Learning, 2013, p. 15). Through the allocation of
personnel and resources, demonstrable commitment
resources." by Ministries of Education has resulted in government
ownership and leadership of CSTL at the national level.
To find out more:
http://www.cstlsadc.com/wp-content/uploads/2016/10/CSTL_
Implementation_Framework_2013_to_2018_Final_English.pdf

30
 2. Inclusion and equity policy analysis

3.4 T here is a clear role for special provision,

such as special schools and units, in promoting
inclusion and equity in education

Where countries have separate special provisions, it is likely

Box 13. Developing an itinerant teacher
that these will continue contributing, at least for the time
support system in Cambodia
being. Special schools and units can play a vital role by
acting as resource centres for supporting regular schools Itinerant teachers have been introduced in Cambodia to
promote inclusive education with school directors and
as they seek to become more inclusive. For this reason,
teachers; these teachers offer advice, resources and
encouraging cooperation between the two sectors is very support to children with disabilities, to their teachers
important, not least so as to minimize social isolation. Such and to their parents in different communities. When
cooperation opens up new and promising opportunities the system was introduced, 'it quickly became obvious
for special school staff to continue their historical task of that the itinerant teacher system could not focus only
providing support for the most vulnerable learners in the on the children with disabilities, but should also focus
on the quality of education to improve the learning
education system (Ainscow, 2006).
environment of all children' (Bouille, 2013, p. 12).
Sopheap, a 16-year-old boy with Down’s syndrome,
Countries that do not have such schools or units can
benefitted from this twin-track approach. Sopheap
concentrate their resources on developing local schools
was expelled from school because of behavioural
in line with the principles of inclusion and equity. As the issues: he would fight back when children teased him.
local schools become more inclusive, the need for separate 'Awareness-raising sessions with students using comic
special services will diminish. books, an animation movie and posters promoted
messages about tolerance and valuing differences and
Here, once again, it is important that governments make a diversity' (Bouille, 2013, p. 13). Due to the increased
clear commitment to inclusion and equity, emphasizing the solidarity among his peers, Sopheap was able to return
benefits for parents and children, and for the community to school. Moreover, the kindness and positivity of his
schoolmates enabled Sopheap to immensely improve
at large. Specifically, it is useful to distinguish between
his life skills and behaviour. Sopheap’s teacher also
needs, rights and opportunities. While all learners have appreciated the training she received in developing
needs (e.g. for appropriate teaching), they also have the classroom norms, since clear norms – defined and
right to participate fully in a common social institution adopted with the students’ participation – enabled her
(that is, a local mainstream school) that offers them a to concentrate on supporting all students’ learning.
range of opportunities. Too often, parents are forced to
choose between ensuring that their child’s needs are
met (which sometimes implies placement in a special
school or unit) and ensuring that they have the same
rights and opportunities as other learners (which implies
placement in a mainstream school). The goal should be to
create an education system where these choices become
unnecessary. This system should strive to support local
schools and teachers by assisting them in developing their
capacities, by providing equipment and materials, and by
fostering collaboration across sectors.

Denis Kuvaev/Shutterstock.com

31
A guide for ensuring inclusion and equity in education

Dimension 4 | Practices

Key features

Schools and other learning centres have strategies for encouraging

4.1 the presence, participation and achievement of all learners from
their local community

Schools and other learning centres provide support for learners

4.2 who are at risk of underachievement, marginalization and exclusion

Teachers and support staff are prepared to respond to learner

4.3 diversity during their initial training

Teachers and support staff have opportunities to take part in

4.4 continuing professional development regarding inclusive and
equitable practices

32
 2. Inclusion and equity policy analysis

4.1 S chools and other learning centres have strategies

for encouraging the presence, participation and
achievement of all learners from their local community

Too often, the kinds of individualized responses that have this type of classroom practice. When group approaches are
been the hallmark of special education divert attention from poorly managed, there is usually a considerable waste of
the forms of teaching and school conditions that can actually time and, possibly, increased disruption.
involve all of the learners in a class. This helps to explain why
In this area, the economically poorer countries of the South
efforts at inclusion that depend on practices imported from
have much to teach us. In these countries, limited resources
special education tend to foster new and more subtle forms of
have led to recognizing the potential of ‘peer power’ by
segregation, albeit in mainstream settings (Florian et al., 2016).
developing ‘child-to-child’ programmes (Hawes, 1988). This
For example, many countries have introduced support staff suggests that the learners themselves are an under-used
and teaching assistants into classrooms, working alongside resource that can be mobilized to overcome barriers to
class teachers, to give particular support to students participation in lessons and contribute to improved learning
categorized as having special needs. When such support is opportunities for all class members. The essential resource is
withdrawn, teachers may feel that they cannot handle their already present in any classroom; what is key is the teachers’
responsibilities (Takala et al., 2009). At the same time, the ability to mobilize this, often untapped, energy.
requirement for individualized education plans – mandated by
Box 14. Overcoming barriers to inclusion in Gaza
legislation in some countries – has led some school leaders to
Poverty and violence are very common conditions that
feel that many more learners will require such responses, thus characterize the growing up experience for children in
creating budget problems within some education systems. Gaza. Thus, going to school gives them an opportunity
to develop the skills needed for a better future. These
The recognition that inclusive schools will not be achieved challenging environmental and social conditions
by transplanting special education thinking and practice make it very difficult to provide a comprehensive and
inclusive education system for Gaza’s children and young
into mainstream contexts opens up new possibilities. Many people. With international support, training sessions
of these relate to the need to move from the individualized were organized to prepare a group of Master Trainers
planning frame – referred to above – to a perspective that considered as a vital resource for 'supporting inclusive
and child-friendly education' (Surour and Ashour, 2015,
seeks to personalize learning through an engagement with
p. 15). Following these preparatory sessions, the Master
the whole class (Hart et al., 2004). Trainers carried out awareness-raising trainings in selected
schools across the Gaza strip. Teachers in each school
Research indicates that encouraging student participation worked as facilitators, and parents were encouraged to
is the best use of available resources, particularly human follow their child’s progress. Aligned with the mission of
resources, to support learning. In particular, there is strong teaching through child-led activities, the teachers allowed
students to determine the learning topics; two schools
evidence of the potential of approaches that encourage chose nutrition while the remaining two chose to study the
cooperation between students for creating classroom environment. Children began by researching their topics
conditions that can both maximize participation, while at and collecting information. After that, they were asked to
demonstrate their understanding and express their feelings
the same time achieving high standards of learning for all
using their creativity. Some students chose drawings,
members of a class (Johnson and Johnson, 1989). stories and songs; whereas, others expressed themselves
through slogans, advocacy messages, drama and role-play.
Furthermore, this evidence suggests that such practices can Both parents and teachers were extremely positive about
be effective in supporting the involvement of all learners their experience with child-led learning, saying that the
who are facing vulnerable situations; examples include those children surpassed their expectations.
who are new to a class, learners from different cultural and To find out more:
http://www.eenet.org.uk/resources/docs/EER%20advocacy.pdf
language backgrounds, and those with disabilities. However,
it is important to stress the need for skill in orchestrating
33
A guide for ensuring inclusion and equity in education

4.2 S chools and other learning centres provide support

for learners who are at risk of underachievement,
marginalization and exclusion

In an effective education system, all students are assessed The most useful forms of assessment take place in the
on an on-going basis in terms of their progress through the classroom and in the other contexts where learning occurs
curriculum. This allows teachers to respond to a wide range (William, 2011). Teachers need to have the skills to conduct
of individual learners. This means that teachers and other assessments themselves; to prepare for this, they need on-
professionals must be well informed about their students’ going professional development. They also need to find the
characteristics and attainments, while also assessing ways of working with special educators, psychologists, social
broader qualities, such as their capacity for cohesion and workers and medical professionals, when they are available;
cooperation. teachers can use the assessments from these specialists for
educational purposes. The most important partners of all
However, the ability merely to identify each student’s level
are the colleagues, the parents and the students themselves,
of performance, or to enumerate certain students’ particular
who are positioned to see things from unique points of view
difficulties is not enough. Teachers in inclusive systems need
and can thus offer differing perspectives on what is needed
to gauge the effectiveness of their teaching for the range
to help all learners make progress.
of their students and should know what they need to do to
enable each student to learn as well as possible. Therefore, Box 15. Co-teaching for inclusion in Finland
assessment should focus not only on the students’
The Pirtti school, located in the city of Kuopio in
characteristics and attainments, but also on the curriculum
Finland, has established a co-teaching arrangement
and how each student can learn within and beyond it. that promotes cooperative learning and teamwork in
planning, teaching and evaluation. This practice was
used to combine a mainstream class and a special class
"Teachers in inclusive systems of third grade students (age 9). For four years, 'the
class was taught together and the teachers were jointly
responsible for this group. Later, a similar partnership
need to gauge the effectiveness started between classes from the first and third grades,
and this group was taught together for six years' (Bruun
and Rimpiläinen, n.d.). A review of the practice found
of their teaching for the range of that teachers’ motivation increased significantly; the
teachers indicated that working together gave them
the strength to manage and develop their work.
their students and should know For this approach to be effective, teachers require
additional time for joint planning and collaboration. But
the results showed benefits, not only for the teachers.
what they need to do to enable When surveyed, students and their parents were also
very pleased with the impact of the programme.

each student to learn as well as To find out more:

http://www.inclusive-education-in-action.org

possible."

34
 2. Inclusion and equity policy analysis

4.3 Teachers and support staff are prepared to respond

to learner diversity during their initial training

In an inclusive and equitable education system, all teachers

Box 16. Teacher educators supporting inclusive
need to approach the diversity among learners with a positive
education in Viet Nam
attitude and an understanding of inclusive practices. Teachers
can acquire much of the preparation they need regarding such Having made a policy commitment to inclusive
education, the Ministry of Education and Training
inclusive practices during their initial training and through
in Viet Nam worked with Catholic Relief Services
short, customized, in-service training units. to develop a national curriculum that would give
all student teachers in universities and colleges the
Research on teacher education for inclusive education3
quality training that would prepare them for teaching
has identified four core values that undergird teachers’ in inclusive settings. However, the plan was delayed by
competence in developing and sustaining inclusive practice: a lack of suitably experienced teacher educators. The
current teacher educators therefore received additional
1. Valuing learner diversity: Students’ differences are viewed training to boost their attitudes, their knowledge and
as a resource and an asset to education; their practical skills so that they could deliver the
training curriculum using appropriate pedagogy. In
2. Supporting all learners: Teachers have high expectations one initiative, 47 teacher educators, from eight cities/
for all learners’ achievements; provinces, received 40 hours of training that introduced
them to the curriculum they would need to follow.
3. Working with others: Collaboration and teamwork are This experience also gave them significant opportunity
essential approaches for all teachers; and for personal reflection, for debate, and for practicing
the pedagogical skills needed for teaching an inclusive
4. Continuing personal professional development: curriculum. These teacher educators went on to
Teaching is a learning activity and teachers must accept become resource experts to support colleagues in
responsibility for their own lifelong learning. their own and in other teacher education institutions
(Forlin and Nguyet, n. d.).
Embedding these values in teacher education programmes To find out more:
can help empower teachers and support them in developing http://www.inclusive-education-in-action.org/
a wider range of responses to learners who experience
difficulties in their learning. Being explicit about these values
helps to establish the potential of teacher education to be a
high-leverage activity in bringing about change.

A few teachers will develop a high level of special education

expertise. However, it would be advisable for such teachers
to develop skills and experience as mainstream educators
first, and specialize later. Moreover, it is also important
that their specialization not be defined too narrowly, given
the range of learning difficulties that they will encounter.
Rather, the specialization should be built on a broad base of
expertise about learning and teaching.

3. European Agency for Development in Inclusive and Special Education (n.d.)

Teacher Education for Inclusion (TE4I): Key policy messages. https://www.
european-agency.org/sites/default/files/teacher-education-for-inclusion-key- De Visu / Shutterstock.com
policy-messages_te4i-policy-paper-EN.pdf

35
A guide for ensuring inclusion and equity in education

4.4 T eachers and support staff have opportunities

to take part in continuing professional development
regarding inclusive and equitable practices

In all countries, teachers are the most costly and, Research suggests that this problem can be addressed by
potentially, the most powerful resource in the education engaging with different stakeholders’ views. This would
system. Therefore, developing the teaching force is crucial, mean bringing together practitioners’ ideas, the insights of
especially in countries where material resources are students and their families, and the knowledge of academic
relatively scarce. researchers so as to challenge assumptions, stimulate new
thinking within a school, and encourage experimentation
As systems become more inclusive, professional
with creative schemes for engaging learners.
development is particularly important because of the major
new challenges that face regular school teachers, who
have to respond to a greater diversity of student needs. Box 17. A team approach to inclusion in
Special educators, who find the context and focus of their Macedonia
work changing in major ways, need on-going professional A teacher in Macedonia explains, ‘Our school has
development too. International research (Messiou and a policy of accepting all children, regardless of
Ainscow, 2015) suggests that teacher development should: their background. The school’s inclusive policy has
developed over time: our positive environment of
—— Take place primarily in classrooms, where practice acceptance is the result of a long process of learning
develops; and change... It is compulsory for all teachers to learn
about inclusive education through workshops and
—— Connect to and build on the expertise available within the mentoring. If we want changes to happen, everyone
school, making connections with existing knowledge; in the school needs to be informed. We want our
whole school to have a richer profile of professional
—— Create cooperative spaces where teachers can development, to strive constantly to learn more and
plan together, share ideas and resources, and have improve ourselves... The school principal, pedagogue
and psychologist are involved in observing teachers.
opportunities to observe one another working; and
We also have open classes where colleagues can sit
in and watch each other teach. We meet to compare
—— Engage teachers in developing a common language of
notes and experiences in relation to all our students,
practice that assists individuals in reflecting on their own
not just those considered to have special needs'
ways of working, on the thinking behind their actions, and (Ivanovska et al., 2012, pp. 4-5). Reflecting on how
on how to improve. the school has made progress towards inclusion, the
teacher comments, 'We don’t have all the answers
Sharing practices among colleagues is an effective means yet. We still face many challenges. We work hard to
of encouraging teacher development. It is important plan the learning of every child effectively, but we are
to encourage teachers to collaborate with and support not always successful' (Ivanovska et al., 2012, p. 5).
colleagues, to reflect on their practice and to build ‘team’ This example demonstrates that developing inclusive
practices is a process requiring constant and
knowledge and skills. But in some cases, sharing practices
continuous support in order to be effective.
can also lead to closing minds regarding new ways of
responding to challenging circumstances.

36
 2. Inclusion and equity policy analysis

Box 18. Students helping teachers to innovate in Portugal

‘Diversity in our school is now seen as an opportunity, when approached through collaborative work’.

‘The exchange of ideas and research work in teams makes diversity evolve from a problem into a challenge’.

These are typical comments from teachers at Escola Secundária Pedro Alexandrino (ESPA), a secondary school situated in
the Portuguese capital city, Lisbon. For these teachers, diversity is a central issue in their day-to-day work. Over recent
years, the school has made many efforts to reflect this diversity. This has involved trios of teachers supporting one another
in analysing how to make their lessons more inclusive. For example, one trio focused on this question: Do all students
participate in all the tasks of our lessons? The findings from these activities have led teachers to explore how students could
be partners in education, and participate in planning and, sometimes, teaching lessons. Teachers found that collaborating
with their colleagues and with students has led them to think in new ways about how best to respond to learner diversity.
It also gave them greater confidence to experiment with different teaching practices (Messiou et al., 2016).

Monkey Business Images / Shutterstock.com

37
A guide for ensuring inclusion and equity in education

Annex 1. Guidance for completing the review

The review framework that follows has been developed —— Monitor implementation of the action plan: Remembering
to assist countries in examining how inclusion and equity that education policy is ‘made at all levels’, it will be
currently figure in their existing policies, and in determining important to monitor the way that changes are introduced
the actions required to improve these policies and their across the system. This monitoring could be one of the
implementation. steering committee’s continuing roles. As the committee
conducts this monitoring, it will be important to keep
Proposed methodology stakeholders informed of the progress in implementing
While each country will establish its own review process the plan, using examples of effective practice that inspire
in a way that is consistent with its working traditions, its widespread involvement in the change process.
available resources and its timeline, UNESCO suggests the
following process: How should the review framework
—— Establish a steering committee: Under the leadership of be completed?
the Ministry of Education, a steering committee should For each of the four dimensions (concepts, policy, structures,
be established with a clear political mandate to ensure and systems and practices), and the 16 accompanying features
impact and change. Its role will be to coordinate the in the policy review framework:
consultative process, and the collection of information
1. Review the questions in the first column entitled ‘Areas to be
for the assessment. The committee should be balanced in
examined’ and identify the types of evidence to collect.
gender and in representation from different stakeholder
groups, including teachers, professional associations, 2. Discuss these and other relevant questions that arise while
parents, students, researchers, civil society and reviewing the evidence.
community organizations.
3. Record any information, insights and recommended actions
—— Hold consultations: Broad-based consultation is necessary
in the second column entitled ‘Comments’.
in order to arrive at credible assessment. A collective
process to stimulate reflection and debate about the levels 4. Circle the response in the third column, ‘Level of progress’,
of progress is encouraged (e.g. using workshops, focus that best fits the current assessment of the actions taken to
group discussions) as opposed to individual outreach embed the principles of inclusion and equity in educational
(e.g. interviews or surveys). Different participatory policy. This will help in identifying the areas of strength
approaches should be considered in order to ensure that to build on, and the aspects of policy that need attention.
stakeholders from marginalized groups, such as ethnic This method is consistent with the idea that developing
and linguistic minorities, indigenous people, girls and inclusion and equity in education is an on-going process,
persons with disabilities, will feel empowered to take part in rather than a single event.
the discussions.
Finally, identify recommended actions for each of the four 
—— Prepare a report: Following consultations, the steering
dimensions.
committee should guide the development of a synthesis
report of the key findings, and develop recommendations
for actions that are needed to move policy forward. The
synthesis report can be accompanied by an action plan that
identifies key steps, persons responsible and a timeline for
implementing the recommendations (see Annex 3).

38
 Annex 2. The review framework
Dimension
1 | Concepts
Areas to be examined Comments Level of progress (Circle one)

1.1 Inclusion and equity are overarching principles that guide all educational policies, plans and practices
How far are the principles of inclusion and equity understood and defined within Inclusion and equity are not yet Planning has taken place Actions have been taken
education policies? strong features of educational to strengthen the role of to ensure that inclusion
To what extent are inclusion and equity embedded as core principles in all policies, plans and practices but inclusion and equity in and equity are features of
education policies and plans? initial discussions have begun relation to educational educational policies, plans
regarding how this can be policies, plans and practices. and practices.
To what extent are all national educational policies and plans informed by the
addressed.
principles of inclusion and equity?
To what extent are education practices guided by the principles of inclusion and
equity?
1.2 The national curriculum and its associated assessment systems are designed to respond effectively to all learners
To what extent is the national curriculum based on the principles of inclusion The national curriculum and Planning activities are taking Actions have been taken
and equity? assessment systems are only place to review the national to ensure that the national
To what extent does the national curriculum have the robustness and flexibility suitable for some learners but curriculum and assessment curriculum and assessment
to suit all learners? initial discussions have begun procedures in relation to systems respond effectively
regarding how this can be inclusion and equity. to all learners.
To what degree are the assessment systems used to celebrate different levels of
improved.
achievement and to support the development of all learners?
1.3 All partners who work with learners and their families understand and support the national policy goals for promoting inclusion and equity in education
To what extent is there a widespread commitment/agreement among all Although agencies have varied Planning activities are taking Actions have been taken
professionals who work with children, youth and adults to act according to the understanding of national place to ensure that agencies to ensure that agencies
principles of inclusion and equity? policy aspirations and plans for understand national policy understand and support
To what extent do those who work with children, youth, and adults and their promoting inclusion and equity aspirations and plans for national policy aspirations
families understand the implications of the principles of inclusion and equity for in education, initial discussions promoting inclusion and for promoting inclusion and
their roles? have begun to address this equity in education. equity in education.
issue.
1.4 Systems are in place to monitor the presence, participation and achievement of all learners within the education system
How effective are the systems for collecting data (quantitative and qualitative) There are limited arrangements Planning has begun in Actions have been taken
regarding the presence, participation and achievement of all learners? for monitoring the presence, establishing systems for to establish effective
To what extent are data analysed in order to determine the impact of efforts to participation and achievement monitoring the presence, systems for monitoring the
foster greater inclusion and equity? of all learners but initial participation and presence, participation and
discussions have begun to achievement of all learners. achievement of all learners.
To what extent are actions taken in light of the data analysis to strengthen

Annex 2. The review framework

address this issue.
inclusive and equitable settings and practices?
Recommended actions:
39
40

A guide for ensuring inclusion and equity in education

Dimension
2 | Policy statements
Areas to be examined Comments Level of progress (Circle one)
2.1 The important national education policy documents strongly emphasize inclusion and equity
To what extent do all major educational policy documents Although there is little mention of Planning activities have taken Actions have been taken to ensure
reflect the principles of inclusion and equity? inclusion and equity in important place to make inclusion and equity that inclusion and equity are a
To what degree are policy priorities informed by the national education policy a feature of important national feature of important national
principles of inclusion and equity? documents, initial discussions have education policy documents. education policy documents.
taken place to address this issue.
2.2 Senior staff at the national, district and school levels provide leadership on inclusion and equity in education
To what extent do education leaders at the local level While senior staff at the national Planning has begun to encourage Actions have been taken to ensure
encourage the development of inclusive and equitable and district levels provide limited senior staff, at the national and that senior staff at the national
cultures? leadership on inclusion and equity district levels, to provide leadership and district levels are providing
To what extent do national policy-makers show clear and in education, initial discussions on inclusion and equity in leadership on inclusion and equity
sustainable leadership to promote the principles of inclusion have taken place to strengthen this education. in education.
and equity? aspect.
To what extent do local district administrators provide clear
and sustainable leadership regarding inclusive education?
To what extent are educational leaders (local authorities,
senior staff, school principals) trained regarding their
responsibilities for enhancing inclusion and removing
barriers?
2.3 Leaders at all levels articulate consistent policy goals to develop inclusive and equitable educational practices
To what extent do national policy-makers encourage the Although there is little evidence Planning has taken place to Action has taken place to ensure
development of inclusive and equitable practices? that leaders at different levels of encourage leaders at different that leaders at different levels of
To what extent do local district administrators take action the education system articulate levels of the education system the education system articulate
to encourage the development of inclusive and equitable consistent policy aspirations for to articulate consistent policy consistent policy aspirations for
practices? the development of inclusive and aspirations for the development of the development of inclusive and
equitable educational practices, inclusive and equitable educational equitable educational practices.
To what extent do school principals and those who manage
discussions have taken place to practices.
other centres of learning (e.g. pre-school provision; special
improve this situation.
schools) take action to encourage the development of
inclusive and equitable practices?
2.4 Leaders at all levels challenge non-inclusive, discriminatory and inequitable educational practices
To what extent do systems for supporting schools and other Although leaders at different levels Planning has taken place to Action has been taken to ensure
centres of learning identify, challenge and remove non- rarely challenge non-inclusive, encourage leaders at all levels that leaders at all levels challenge
inclusive, discriminatory and inequitable practices? discriminatory and inequitable to challenge non-inclusive, non-inclusive, discriminatory and
Where non-inclusive, discriminatory and inequitable educational practices, discussions discriminatory and inequitable inequitable educational practices.
practices are found to exist, to what extent are they have taken place to address this educational practices.
challenged? issue.
Recommended actions:
 Dimension
3 | Structures and systems
Areas to be examined Comments Level of progress (Circle one)
3.1 There is high-quality support for vulnerable learners
How effective are the systems for identifying vulnerable learners? While support for vulnerable Planning has taken place Actions have taken place to
To what extent are there flexible arrangements for ensuring that support is learners is of variable quality, to improve the quality of ensure high- quality support
available to individuals as and when necessary? discussions have taken place support for vulnerable for all vulnerable learners.
to consider how this can be learners.
To what degree are families seen as partners in supporting their children’s
improved.
education?
To what extent are learners themselves asked about their need for support?
3.2 All services and institutions involved with learners and their families work together in coordinating inclusive and equitable educational policies and practices
To what extent do schools (and other education providers) collaborate with other Although the work of Planning has taken place Actions have been taken
relevant sectors, such as health and social work? services and institutions to encourage services and to ensure that services and
To what extent is there effective cooperation between schools and other centres tends not to be well institutions to collaborate. institutions involved with
of learning? coordinated, discussions learners and their families
have taken place to consider work together.
To what degree do institutions and services within districts have a shared
how this can be improved.
understanding of inclusion and equity, and work together?
To what extent do both public and private education providers apply inclusive
and equitable education practices?
3.3 Resources, both human and financial, are distributed in ways that benefit potentially vulnerable learners
To what extent are all learners seen as being of equal importance educationally? While there are concerns that Planning has taken place to Actions have been taken to
To what extent are available resources used flexibly, and targeted to support resources are not distributed improve the way resources ensure that resources are
participation and learning? fairly, discussions have taken are distributed, focusing in distributed fairly, focusing
place to address this issue. particular on the need to in particular on vulnerable
support vulnerable learners. groups of learners.
3.4 There is a clear role for special provision, such as special schools and units, in promoting inclusion and equity in education
To what extent do special schools and units have a common understanding of While special provision is Planning has taken place Action has gone on to
inclusion and equity? mainly separate from the to encourage ways of ensure that special provision
To what extent do students from special schools and units have opportunities to mainstream education creating stronger links has a role in promoting
take part in activities within mainstream schools? system, discussions have between special provision inclusion and equity in
taken place to consider and mainstream education education.
To what degree is the expertise made available in special settings also made
how closer links can be institutions.
available to teachers in other schools?
encouraged.

Annex 2. The review framework

Recommended actions:
41
42

A guide for ensuring inclusion and equity in education

Dimension
4 | Practices

Areas to be examined Comments Level of progress (Circle one)

4.1 Schools and other learning centres have strategies for encouraging the presence, participation and achievement of all learners from their local community
To what degree do teachers use a range of pedagogical strategies to cater to While there is variation in Planning has taken place to Actions have taken place
learner differences? the quality of the strategies strengthen the quality of the to ensure that there
To what extent are there effective procedures for taking account of students’ used for encouraging strategies used to encourage are effective strategies
views regarding their learning and aspirations? presence, participation and the presence, participation for encouraging the
achievement of all learners, and achievement of all presence, participation and
To what degree do school leaders support the presence, participation, and
discussions have taken place learners. achievement of all learners.
achievements of all learners?
to improve this situation.
4.2 Schools and other learning centres provide support for learners who are at risk of underachievement, marginalization or exclusion
To what extent are teachers skilled in assessing the progress of individual Although support for Planning has been going on Action has been taken
students and in supporting their development? vulnerable learners is varied to strengthen the support to ensure effective
To what extent do teaching and non-teaching staff take account of the cultures, in quality, discussions have provided for learners at support for learners at
identities, interests and aspirations of all their students in order to enhance their taken place to bring about risk of underachievement, risk of underachievement,
learning? improvements. marginalization and marginalization and
exclusion. exclusion.
To what extent do teaching and non-teaching staff in schools, and other centres
of learning, work closely with families in ensuring support for students?
4.3 Teachers and support staff are prepared to respond to learner diversity during their initial training
To what extent does the teacher education curriculum for all teachers emphasize The training of teachers and Planning has taken place to Actions have been taken to
the principle of inclusion? support staff for responding strengthen the ways that ensure that teachers and
To what extent are teacher trainees guided to develop positive attitudes towards to learner diversity is varied in teachers and support staff support staff have effective
student diversity? quality but discussions have are trained to respond to training in respect to the
taken place to bring about learner diversity. way they respond to learner
To what extent are teacher trainees helped to develop teaching pedagogies that
improvements. diversity.
respond positively to student diversity?
4.4 Teachers and support staff have opportunities to take part in continuing professional development regarding inclusive and equitable practices
To what extent do schools and other centres of learning have effective staff While there are only limited Planning has taken place Action has been taken
development programmes related to inclusive practices? opportunities for professional to create more professional to ensure that there are
To what extent do teachers have opportunities to see one another working in development regarding development opportunities sufficient professional
order to share ideas and practices? inclusive and equitable that focus on inclusive and development opportunities
practices, discussions have equitable practices. that focus on inclusive and
To what extent are there opportunities for teachers to attend in-service courses
taken place to address this equitable practices.
and benefit from customized school support regarding the development of
concern.
inclusive practices?
Recommended actions:
 Annex 3. Action plan guidelines

Annex 3. Action plan guidelines

The action plan will help you to strengthen inclusion and equity in education policy. In developing an action plan, keep these
important points in mind:

—— Identify discrete actions that are realistic, attainable and measurable.

—— Develop a specific timeline and schedule for completing these actions.

—— Identify resources necessary for completing the activities, including plans for acquiring those resources.

—— Identify those persons who will be responsible for working with the different stakeholders that will move the suggested
actions forward.

Sample action plan format:

Detailed actions/activities to embed

Person responsible Resources required Timeline
inclusion and equity in policy

43
A guide for ensuring inclusion and equity in education

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A guide for ensuring inclusion
A guide for ensuring inclusion
and equity in education
Sustainable Development Goal (SDG) 4 identifies inclusion and equity as key principles for education
systems. Built around the idea that “every learner matters and matters equally”, this guide highlights
and equity in education
the vital role of inclusive and equitable education in transforming education systems worldwide.
The guide contextualizes and defines the concepts of inclusion and equity, and offers an assessment
framework that enables country stakeholders to review and evaluate the level of equity and inclusion
in existing policies, decide the actions needed to improve policies and their implementation, and
monitor progress as actions are taken. The guide draws on international evidence and programme
experience, and provides examples of good practice around the world of steps being taken to create
inclusive and equitable education systems.

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