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Global education monitoring report, 2020, Latin America and the Caribbean: inclusion and education: all means all

GLOBAL EDUCATION MONITORING REPORT TEAM
LABORATORY OF EDUCATION RESEARCH AND INNOVATION FOR LATIN AMERICA AND THE CARIBBEAN (SUMMA)
UNESCO OFFICE SANTIAGO AND REGIONAL BUREAU FOR EDUCATION IN LATIN AMERICA AND THE CARIBBEAN (OREALC/UNESCO)
2020

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This regional report on inclusion and education in Latin America and the Caribbean offers a deep dive into the core challenges and key solutions for greater inclusion, in a region characterized for having the largest and most challenging socio-economic inequalities in the world.

In the framework of this report, 29 in-depth case studies from the region covering 8 dimensions of exclusion were prepared. The Report covers access to education of Venezuelan migrants in Colombia and Haitians in Dominican Republic; remoteness in Suriname and Brazil; disability in Nicaragua; girls in Peru and boys in Jamaica; sexual orientation in Mexico and Chile; and youth incarceration in Uruguay. It also explores how the Covid-19 pandemic has further exposed and deepened the disparities that already existed in education.

Chapter 2 analyses the role of legal tools in supporting the development of inclusive education. Chapter 3 addresses governance and finance. Chapter 4 discusses the politically complicated issue of how curricula and learning materials are adapted to the principles of inclusive education. Chapter 5 looks at ways teachers can support the case for inclusion, considers their needs, and examines how well governments help them prepare to meet the inclusion challenge.  Chapter 6 examines school-level factors. Chapter 7 examines communities’ crucial role in achieving inclusive education. After these chapters addressing the main inclusion challenges, Chapter 8 looks at them all through the lens of COVID-19. 

Global education monitoring report, 2019: migration, displacement and education: building bridges, not walls

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
et al
2018

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“The 2019 GEM Report continues its assessment of progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda.


Its main focus is on the theme of migration and displacement. It presents evidence on the implications of different types of migration and displacement for education systems but also the impact that reforming education curricula and approaches to pedagogy and teacher preparation can have on addressing the challenges and opportunities posed by migration and displacement. It gives voice to experiences in host and home communities.


With the help of case studies, it illustrates approaches which work and could be scaled up. In this way, it aims to be a tool for practitioners. It will make the case for investing in education of good quality in rural areas suffering from depopulation and in slum areas suffering from large population inflows; in countries with high rates of emigration and those with high rates of immigration; in short-term refugee emergencies and in protracted crises. Its analysis, conclusions and recommendations advance the aims of SDG 4 and its call to leave no one behind.”

Handicap International Cape Verde inclusive education

HANDICAP INTERNATIONAL
May 2013

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This video documents the Making It Work study, “Good practices in inclusive education of children with disabilities in Cape Verde”. The video highlights examples of good practice in inclusive primary and secondary education in Cape Verde. The Making It Work approach was used in order to document and promote good practice in line with the principles of Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD)

Good practices in inclusive education of children with disabilities in Cape Verde : study report

HANDICAP INTERNATIONAL
November 2012

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“This study has been carried out to promote practical recommendations, based on experience, on how to include children with disabilities in regular primary and secondary education in Cape Verde. Underpinning this objective is the goal to promote the effective implementation of article 24 of the CRPD in Cape Verde.” This study used the Making It Work approach in order to document and promote good practice in line with the principles of the Convention on the Rights of Persons with Disabilities (CRPD)

World report on disability

WORLD HEALTH ORGANIZATION
WORLD BANK
2011

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This report "reviews evidence about the situation of people with disabilities around the world. Following chapters on understanding disability and measuring disability, the report contains topic-specific chapters on health; rehabilitation; assistance and support; enabling environments; education; and employment. Within each chapter, there is a discussion of the barriers confronted, and case studies showing how countries have succeeded in addressing these by promoting good practice. In its final chapter, the report offers nine concrete recommendations for policy and practice which if put in place could lead to real improvements in the lives of people with disability"

Accessible ICTs and personalized learning for students with disabilities : a dialogue among educators, industry, government and civil society

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2011

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"The use of technology in education plays a particularly vital role by enabling flexible curriculum development and assisting students with disabilities to participate as equals in the learning experience. The recommendations contained in this report target teachers, policy makers and administrators. The main recommendations centre on a number of core themes that include maximising the use of the myriad of accessibility features in mainstream ICTs such as personal computers, tablet PCs, mobile phones etc. already in use in classrooms; empowering students to learn their own preferences and settings when using technology for learning and removing attitudinal barriers to the use of technology for inclusive education, in particular those of teachers who may struggle with modern ICTs"
Collaborative Expert Meeting Report
UNESCO Headquarters, Paris
17 -18 November 2011

INEE minimum standards for education : preparedness, response, recovery

INEE COORDINATION FOR MINIMUM STANDARDS
2010

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This resource presents "the minimum level of educational quality and access in emergencies through to recovery. The aim of the handbook is to enhance the quality of educational preparedness, response and recovery; to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and to ensure accountability and strong coordination in the provision of education in emergencies through to recovery...The INEE Minimum Standards are organised in five domains: Foundation standards; Access and learning environment; Teaching and learning; Teachers and other education; personnel; Education policy"

Inclusive education : where there are few resources

STUBBS, Sue
September 2008

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This comprehensive overview of inclusive education in resource-poor settings looks at the basis for and origins of inclusive education. The book explains the concept of inclusive education in depth, suggests how it can be implemented, and looks at specific case studies and contexts. This resource is useful for professionals and organisations interested in inclusive education in developing countries

Learning from difference : understanding community initiatives to improve access to education

MILES, Susie
et al
2003

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This is a report of an action research project carried out by teachers in Zambia and Tanzania and external facilitators. The aim of the research was to encourage teachers to articulate their experience in inclusive education by developing written accounts that could be shared with other countries of the South. The written accounts produced are useful training materials and serve as a stimulus for further reflection

Inclusive schools in Mozambique : from policy to strategy

LEHTOMÄKI, Elina
April 2002

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This paper presents the Mozambican national education policy which defines basic education as a universal right. The strategy is to raise awareness of diversity throughout the education structure. Activities consist of short capacity building courses for provincial co-ordinators and teachers in pilot inclusive schools

Schools for all : including disabled children in education

SAVE THE CHILDREN
2002

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These guidelines are primarily aimed at education staff who want to develop inclusive education practices, focusing on including disabled children in schools. It is also useful for community groups and NGOs and those working in CBR who need to provide input into inclusive education work; and is relevant to readers working in out-of-school situations.
The book builds on Save the Children’s experience prior to 2002. Subsequent experiences are documented in ‘Making Schools Inclusive' (2009)

Index for inclusion : developing learning and participation in schools

BOOTH, Tony
AINSCOW, Mel
2002

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The Index for Inclusion is a set of materials to guide schools through a process of inclusive school development. It is about building supportive communities and fostering high achievement for all staff and students.
This second edition manual comes with practical advice and questionnaires to help make schools more inclusive

The Salamanca statement and framework for action on special needs education

UNITED NATIONS EDUCATIONAL SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
Ministry of Education and Science, Spain
1994

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The World conference on special needs education: access and quality launched the concept of inclusive education. The Salamanca statement is a major international policy document, outlining the global consensus on the needs for educational reform and the policies and strategies needed to include disabled children in the education system

Enabling education network (EENET)

EENET

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This extensive website focusing on inclusive education is regularly updated, primarily with publications written by people working and living in the South. The website’s resources database covers a wide range of themes including: action research and image-based methodologies, early childhood, emergencies, deafness, gender, parents, policy, teacher education, among others. The website also contains EENET’s newsletters, plus event and job vacancy announcements.
The website is also available from EENET as a CD-ROM

ODI Briefing Paper

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ODI Briefing Papers present information, analysis and key policy recommendations on important development and humanitarian topics. Some papers are available in French, Spanish or Portuguese
Irregular
Free

Inter-agency network for education in emergencies (INEE)

THE INTER-AGENCY NETWORK FOR EDUCATION IN EMERGENCIES (INEE)

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The Inter-agency Network for Education in Emergencies (INEE) is a network of interested parties from international agencies and institutions working together to provide better access to education in the aftermath of emergencies. This website describes the main purpose of INEE and features information about their members and task groups. It also provides informative sections on knowledge and capacity, policy and coordination, links to events on education matters, and related resources

Coronavirus (COVID-19)

INTER-AGENCY NETWORK FOR EDUCATION IN EMERGENCIES (INEE)

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These resources have been collected to support the provision of education in places affected by COVID-19.

 

Collections provided are: key educational resources; advocacy; child friendly resources; child protection; coordination; country response plans; distance learning; early childhood education; gender; guidance for schools; guidance for teachers; guidance for parents and caregivers; health nutrition and WASH; inclusion; mental health and psychosocial support; recovery.

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