All Means All: An Introduction to the '2020 Global Education Monitoring Report' on Inclusion
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| Title: | All Means All: An Introduction to the '2020 Global Education Monitoring Report' on Inclusion |
|---|---|
| Language: | English |
| Authors: | Antoninis, Manos, April, Daniel, Barakat, Bilal, Bella, Nicole, D'Addio, Anna Cristina, Eck, Matthias, Endrizzi, Francesca, Joshi, Priyadarshani, Kubacka, Katarzyna, McWilliam, Alasdair, Murakami, Yuki, Smith, Will, Stipanovic, Laura, Vidarte, Rosa, Zekrya, Lema |
| Source: | Prospects: Quarterly Review of Comparative Education. Nov 2020 49(3-4):103-109. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Inclusion, Disadvantaged, Educational Discrimination, Global Education, Resistance (Psychology), Governance, Educational Finance, Curriculum, Textbooks, Tests, Teacher Education, Student School Relationship, Parent School Relationship, School Community Relationship |
| DOI: | 10.1007/s11125-020-09505-x |
| ISSN: | 0033-1538 |
| Abstract: | This article provides an overview of the "2020 Global Education Monitoring Report," which looks at social, economic, and cultural mechanisms that discriminate against disadvantaged children, youth, and adults, keeping them out of education or marginalized in it. Countries are expanding their vision of inclusion in education to put diversity at the core of their systems. Yet, implementation of well-meaning policies often falters. Released at the start of the Decade of Action to 2030, and during the Covid-19 crisis, which has exacerbated underlying inequalities, the report argues that resistance to addressing every learner's needs is a real threat to achieving global education targets. "Inclusion and Education: All Means All" identifies practices in governance and finance; curricula, textbooks, and assessments; teacher education; school infrastructure; and relations with students, parents, and communities that can unlock the process to inclusion. It provides policy recommendations to make learner diversity a strength to be celebrated, a force for social cohesion. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1278588 |
| Database: | ERIC |
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| Abstract: | This article provides an overview of the "2020 Global Education Monitoring Report," which looks at social, economic, and cultural mechanisms that discriminate against disadvantaged children, youth, and adults, keeping them out of education or marginalized in it. Countries are expanding their vision of inclusion in education to put diversity at the core of their systems. Yet, implementation of well-meaning policies often falters. Released at the start of the Decade of Action to 2030, and during the Covid-19 crisis, which has exacerbated underlying inequalities, the report argues that resistance to addressing every learner's needs is a real threat to achieving global education targets. "Inclusion and Education: All Means All" identifies practices in governance and finance; curricula, textbooks, and assessments; teacher education; school infrastructure; and relations with students, parents, and communities that can unlock the process to inclusion. It provides policy recommendations to make learner diversity a strength to be celebrated, a force for social cohesion. |
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| ISSN: | 0033-1538 |
| DOI: | 10.1007/s11125-020-09505-x |
