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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.”

Costing equity: The case for disability-responsive education financing

MYERS, Juliette
October 2016

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This report contributes to the global discourse on education finance by providing a disability perspective on donor and government investment into inclusive education. The report looks at the benefits of financing disability - inclusive education, the current state of education financing with regard to inclusion, and what needs to change in order for education financing to effectively support the realisation of Sustainable Development Goal 4 and Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UN CRPD). Representatives of nine leading bilateral and multilateral education donors were surveyed on their agencies’ efforts towards disability inclusive education: DFAT (Australia), DFID (UK), European Union, GIZ (Germany), Global Partnership for Education, Norad (Norway), UNICEF, USAID (USA), and World Bank

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

Children and adults with disabilities

Swedish Agency for International Development Cooperation (SIDA)
Ed
December 2005

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This position paper concerns the processes for mainstreaming disability in development cooperation. Specifically, it is concerned with the ways in which SIDA can ensure that disabled people are active participants in development work and decision-making processes. The paper includes strategic areas for including persons with disabilities in SIDA's policies and programmes (on education, HIV and AIDS, poverty reduction, etc) along with a range of useful resources on global disability rights and websites on disability issues. This paper would be useful to anyone with an interest in mainstreaming disability in development cooperation, and in particular, to policy-makers, NGOs, and disabled people's organisations

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

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