All Means All: An Introduction to the "2020 Global Education Monitoring Report" on Inclusion

Autor/inn/en	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
Titel	All Means All: An Introduction to the "2020 Global Education Monitoring Report" on Inclusion
Quelle	In: Prospects: Quarterly Review of Comparative Education, 49 (2020) 3-4, S.103-109 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-020-09505-x
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Inklusion; Globales Lernen; Resistenz; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsfonds; Curricula; Lehrplan; Rahmenplan; Textbook; Text book; Schulbuch; Lehrbuch; Examination; Prüfung; Examen; Lehrerausbildung; Lehrerbildung; Schüler-Lehrer-Beziehung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01