Guide to ensure inclusion and equity in education

#Education2030

UNESCO’s Education Sector

Education is UNESCO’s top priority because it is an essential human right and is the foundation for building lasting peace and driving sustainable development. UNESCO is the United Nations’ specialized agency for education and its Education Sector provides global and regional leadership in the field, strengthens national education systems and responds to contemporary global challenges through education, with a special focus on gender equality and Africa.

The 2030 Agenda for Education

As the United Nations agency responsible for education, UNESCO has been entrusted with leading and coordinating the 2030 Education Agenda. This program is part of a global movement to eradicate poverty by achieving 17 Sustainable Development Goals by 2030. Education, fundamental to achieving all these goals, has its own specific goal, SDG 4, which aims to “ensure inclusive and equitable quality education and promoteover lifelong learning opportunities for all”. The Education 2030 Framework for Action provides guidance for the implementation of this ambitious goal and its commitments.

Published in 2017 by the United Nations Educational, Scientific and Cultural Organization 7, place de Fontenoy75352 Paris 07 SP, France. © UNESCO 2017. ISBN 978-92-3-300076-6

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Original title: A Guide for ensuring inclusion and equity in education

Published in 2017 by the United Nations Educational, Scientific and Cultural Organization.

The terms employed in this publication and the presentation of the data contained therein do not imply any position on the part of UNESCO regarding the legal status of countries, territories, cities or regions, nor with regard to their authorities, borders or boundaries.

The ideas and opinions expressed in this work are those of the authors and do not necessarily reflect the views of UNESCO and do not commit the Organization.

Translation of the guide: Marta Godino Rodríguez.

Foreword

Including all students and ensuring that everyone has an equal and personalized opportunity to progress in education remains a challenge in almost all countries. Despite commendable progress in the last two decades to increase access to basic education, continued efforts are needed to minimize barriers to learning and to ensure that all students in schools and other learning environments are in a truly inclusive setting.

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

Sustainable Development Goal (SDG) 4 on education calls for ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all by 2030. It emphasizes inclusion and equity as foundations for quality education and learning. SDG 4 also calls for building and adapting educational facilities that take into account the needs of children, persons with disabilities, and gender differences, and that offer safe, non-violent, inclusive, and effective learning environments for all.

To achieve this ambitious goal, countries should ensure inclusion and equity in educational programs and systems. This includes taking measures to prevent and address all forms of exclusion and marginalization, disparity, vulnerability, and inequality in access, participation, and completion of education, as well as in learning processes and outcomes. It also requires considering diversity among students as an opportunity to improve 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, programs, and practices that meet the needs of all students.

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

Dr. Qian Tang (Assistant Director-General for Education)

Acknowledgements

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

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

The team thanks the following experts for their contributions:

Joseph Azoh, École Normale Supérieure (Côte d’Ivoire); Parul Bakshi, Washington University (United States); Verity Donnelly and Amanda Watkins, European Agency for Special Needs Education 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); Néstor López, International Institute for Educational Planning (IIEP), Buenos Aires (Argentina); Serge Ramel, International Laboratory on School Inclusion (Switzerland); Humberto Javier Rodríguez Hernández, Escuela Normal de Especialización (Mexico); Purna Kumar Shrestha, VSO International (United Kingdom); Therese Mungah Shalo Tchombe, UNESCO Chair on Special Educational Needs, University of Buea (Cameroon); and Piet Van Avermaet, Center for Diversity and Learning, Ghent University (Belgium).

The team also thanks the input from colleagues at UNESCO Maki Hayashikawa (UNESCO Bangkok), Sylvia Montoya (UNESCO Institute for Statistics, UIS), Huong Le Thu, Rolla Moumne, Joyce Poan, Lydia Ruprecht and Carlos Vargas Tamez (UNESCO Headquarters).

Finally, thanks to all those who supported the production of the guide: Jane Katz, editor, Marie Moncet, responsible for design and layout, Martin Wickenden, who provided liaison support for its production.

Glossary

Diversity	Differences between people, which can be based on race, ethnicity, gender, sexual orientation, language, culture, religion, mental and physical ability, class, and migratory status.
Equity	Ensures a concern for justice, such that the education of all students is considered of equal importance.
Gender equality	Understanding that men and women should have equal conditions to achieve the full enjoyment of their human rights and to contribute to and benefit from economic, social, cultural and political development.
Inclusion	A process that helps overcome the barriers limiting students’ presence, participation, and achievement.
Inclusive education	Process of strengthening the capacity of the education system to reach all students.
Individual education plan	Written plan or program with parent input that specifies the student’s academic goals and the method for achieving those goals.
Integration	Students considered as pupils with “special educational needs” are placed in general education settings with some adaptations and resources, but on the condition that they can fit into pre-existing structures and frameworks, and in an unaltered environment.
Incorporation into general education	Practice of teaching students with learning problems in regular classes for specific periods of time based on their abilities.
Special education	Classes or instruction designed for students classified as students with special educational needs.
Special educational needs	A term used in some countries to refer to children with disabilities who are considered to require additional support.

Introduction

In September 2015, countries committed to renewing the framework for sustainable development by adopting the 2030 Agenda for Sustainable Development and the Sustainable Development Goals (SDGs). The Agenda sets out the actions that individuals, communities, and governments must take to ensure the well-being of people and the planet, by promoting social and human development, environmental protection, economic prosperity, and equity. Quality inclusive education is a goal in itself (Sustainable Development Goal 4) and a means to achieve all other SDGs.

Why was this guide developed?

When countries try to strengthen their national education systems, the main challenges remain finding ways to include all students and ensure that all people have the same opportunities to progress in the educational field.

This guide is intended to help countries incorporate inclusion and equity into educational policy. The ultimate goal is to generate a system-wide change to overcome obstacles to quality education in terms of access, participation, learning processes and outcomes, and to ensure that all students are valued and participate equally.

Who is the guide for?

The guide is intended for senior government policy officials in the education sector who work with key stakeholders such as teachers and other educators, students, families, and community representatives. The guide could also assist development partners in facilitating a policy review process. However, governments would need to be at the forefront of such a process for sustainable, system-wide change to occur.

What does the guide include?

The guide is based on an assessment framework that can be used to:

Examine equity and inclusion in ongoing policies;
Decide what measures are needed to improve policies and their implementation to achieve inclusive and equitable education systems; and
Monitor progress as measures are taken.

The guide includes evidence that informs the evaluation framework, examples of initiatives that are contributing to making education systems more inclusive and equitable in different parts of the world, and recommendations for further reading.

How was the guide developed?

The guide is based on international research and best practices concerning equity and inclusion in education systems. It was developed with the advice and support of a group of international experts, including policymakers, practitioners, researchers, teacher educators, curriculum developers, and representatives from various international organizations. It draws on UNESCO’s International Bureau of Education (IBE) curriculum development toolkit series, “Reaching Out to All Learners: A Resource Pack for Supporting Inclusive Education” [Llegar a todos los alumnos: Una caja de recursos para apoyar la educación inclusiva], and the 2009 updates to the UNESCO Policy Guidelines on Inclusion in Education.

Where can the guide be used?

This guide can be used in all countries and education systems. While it refers to improvements in formal education, it is understood that education takes place in many contexts—formal, non-formal, and informal—and throughout life. The guide can be used independently or it can be incorporated into other policy review processes and instruments to ensure that attention is paid to equity and inclusion.

1. Inclusion and equity in education

Inclusion and equity in development agendas

The right of all boys and girls to education is affirmed in numerous international treaties and texts, and has been ratified in both legally binding and non-binding instruments.1 Consequently, States have the obligation to respect, protect, and fulfill the right to education for all.all studentsto education (UNESCO, 2014).

In the last 15 years, significant progress has been made globally in expanding access to education, especially at the primary level. However, according to the latest figures from UNESCO, approximately 263 million children and young people aged between 6 and 17 years, the majority of them girls, are currently out of school (Global Education Monitoring Report, 2016). Projections indicate that 25 million of these children will never set foot in a classroom. There are significant gender disparities, as girls represent two-thirds of the total number of children out of school.

Compared to richer children, poorer children are four times more likely not to attend school, and five times more likely not to complete primary education (Global Education Monitoring Report, 2016). While the situation is more severe in developing countries, inequalities are also increasing in many rich countries, mainly due to the rise of globalization and international migration.

The Sustainable Development Goals build on the Millennium Development Goals and the Education for All (EFA) goals—a global movement to ensure quality basic education for all children, youth, and adults—and specify the type of education needed in today’s world. SDG 4 calls on countries to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

The global education community has adopted the Education 2030 Framework for Action to advance towards SDG 4 and its targets. The Framework highlights the need to address all forms of exclusion and marginalization. Specifically, it calls for addressing inequalities related to access, participation, learning processes, and outcomes, with a special focus on gender equality. This includes efforts to enable education systems to serve all students, with a focus on those who have traditionally been excluded from educational opportunities. Among the excluded students are those from the poorest households, ethnic and linguistic minorities, indigenous peoples, and persons with special needs and disabilities.

Inclusion and equity in education policy

The central message is simple: all students count, and they count equally. However, attempting to put this message into practice is complex. The implementation of this message is likely to require changes in theory and practice at all levels of the education system, from teachers in the classroom and others working in educational experiences directly to those responsible for national policy.

Education policy can influence and support inclusive thinking and practices by establishing equality in the enjoyment of the right to education for all people, and by defining the forms of teaching, support, and leadership that form the basis of quality education for all (UNESCO, 2015b).

Table 1. Key Terms

The inclusion is a process that helps to overcome the obstacles that limit the presence, participation, and achievement of all students.

The equity consists of ensuring that there is a concern for justice, so that the education of all students is considered of equal importance.

The formulation of inclusive and equitable policies requires recognizing that the difficulties students face arise from aspects of the educational system itself, including how educational systems are currently organized, the forms of teaching provided, the learning environment, and how student progress is supported and assessed.

Even more important is translating this recognition into concrete reforms, visualizing individual differences not as problems to be solved, but as opportunities to democratize and enrich learning. Differences can act as a catalyst for innovation that can benefit all students, regardless of their personal characteristics and home circumstances.

The incorporation of equity and inclusion principles into educational policy implies:

Value the presence, participation, and achievements of all students, regardless of their contexts and personal characteristics.

Recognize the benefits of student diversity and how to live with and learn from differences.
Collect, compare, and evaluate evidence on barriers to children’s access to education, participation, and achievements, paying special attention to students who may be most exposed to failure, marginalization, or exclusion.
Achieve a common understanding that the most inclusive and equitable education systems have the potential to promote gender equality, reduce inequalities, develop the capacities of teachers and the system, and foster supportive learning environments. These diverse efforts, in turn, will contribute to an overall improvement in the quality of education.
Mobilize key stakeholders in the education system and the community to create conditions for inclusive learning and a broader understanding of the principles of inclusion and equity.
Implement changes effectively and monitor their impact, recognizing that achieving inclusion and equity in education is an ongoing process, rather than a one-time effort.

Introducing equity and inclusion principles into educational policy also requires other sectors, such as health, social welfare, and child protection services, to commit to ensuring a common legislative and administrative framework for inclusive and equitable education.

Table 2. Inclusive education for children with disabilities

Children with disabilities are among the most marginalized and excluded groups of children; they are routinely denied the right to a quality education (WHO and World Bank, 2011). Policies vary considerably worldwide, with some countries prioritizing the education of these children in different settings: special schools and centers; special classes in integrated schools; or inclusive schools that work to identify and remove barriers, and to enable all students to participate and perform in general settings. The establishment of inclusive schools is widely considered desirable for equality and human rights, and it has educational, social, and economic benefits (UNESCO, 2001).

Many factors can function to facilitate or inhibit inclusive and equitable practices within educational systems. Some of these factors are the capacities and attitudes of teachers, infrastructures, pedagogical strategies, and curriculum. Ministries of education control all these variables directly or can exert considerable influence over them.

In the framework presented in the following section, the main dimensions and features of educational policy are analyzed. If this framework receives the necessary legislative, institutional, and resource support, it can be key in the creation of inclusive and equitable educational systems.

“The central message is simple: all students count, and they count equally.”

2. Analysis of Inclusion and Equity Policies

Whether at the national or local level, countries can use the policy review framework presented in this guide in three ways: to evaluate the attention that existing education policies pay to equity and inclusion; to create and implement an action plan to achieve progress in educational policy; and to monitor progress as measures are taken. This policy review framework is based on a framework originally developed for the 48th session of the International Conference on Education and is related to the publication “Reaching Out to All Learners: A Resource Pack for Supporting Inclusive Education” [Llegar a todos los alumnos: Una caja de recursos para apoyar la educación inclusiva].

International research has identified four overlapping dimensions as key to establishing inclusive and equitable education systems (Figure 1). This section explains these dimensions in detail and provides examples of initiatives in different parts of the world that are contributing to making education systems more inclusive and equitable.

Dimension 1. Concepts:

Main characteristics

1.1. Inclusion and equity are general principles that guide all educational policies, plans, and practices

1.2. The national curriculum and its corresponding evaluation systems are designed to effectively serve all students.

1.3. All associates working with students and their families understand and support the objectives of the national policy to promote inclusion and equity in education.

1.4. Systems are in place to monitor the presence, participation, and achievement of all students in the education system.

Inclusion and equity are general principles that govern all educational policies, plans, and practices.

Inclusion and equity are fundamental principles that should guidealleducational policies, plans, and practices, rather than being the focus of a separate policy. These principles recognize that education is a human right and is the foundation for communities to be more equitable, inclusive, and cohesive (Vitello & Mithaug, 1998).

Ensuring that all students have access to quality education also means recognizing the intrinsic value of diversity and respect for human dignity (UNESCO, 2015a). In this way, differences are considered positive, as a stimulus to foster learning among children, youth, and adults, and to promote gender equality. Through the principles of inclusion and equity, it is not only about ensuring access to education, but also about having quality learning spaces and pedagogies that allow students to progress, understand their realities, and work towards a more just society.

Table 3. The introduction of inclusive principles and practices in education in the Lao People’s Democratic Republic

In the Lao People’s Democratic Republic, the education system is trying to apply the principle of inclusion through changes in policies and culture. In the education of the Lao People’s Democratic Republic, there are significant disparities between boys and girls, rural and urban areas, poor and non-poor districts, and among ethnic groups in enrollment, repetition, dropout, and completion rates. To address this problem,national policy focuses on inclusive education, defined broadly as the removal of all barriers to school enrollment and performance. Leadership and a strong common understanding of inclusion are key factors in achieving policy objectives. Other key factors for success include capacity development, awareness-raising, and the inclusion of women and girls, ethnic minorities, and persons with disabilities in decision-making processes and other efforts to reach excluded students. Such measures include strengthening the capacity of schools and the People’s Education Development Committee to carry out these tasks:

— Collect and analyze data, including local family records, to track out-of-school children;
— Carry out activities to search for boys and girls to help those who are not attending school to return to the education system;
— Periodically monitor student attendance to identify those at risk of dropping out;
— Use statistics to establish long-term school development plans and annual school improvement actions and goals to promote school retention;
— and Create child-friendly schools based on rights, as defined by UNICEF, that are part of a broader framework of child-friendly families, communities, and provinces, encompassing the entire country (Shaeffer, 2013; 2015).

For more information: https://www.unicef.org/cfs/files/Identifying_and_Promoting_Good_ Practice_in_Equity_and_Child-Friendly_Education.pdf

1. 2. The national curriculum and its corresponding evaluation systems are designed to effectively serve all students

The curriculum is the primary means of implementing the principles of inclusion and equity within an education system. Developing a curriculum that includes all students could involve broadening the definition of learning used by teachers and educational decision-makers. As long as learning continues to be defined strictly as the acquisition of knowledge taught by a teacher, schools will likely be limited to rigidly organized curricula and teaching practices. In contrast, inclusive curricula are based on the view that learning occurs when students actively participate and take the initiative to make sense of their experiences (Udvari-Solnar, 1996).

In this renewed vision, the teacher’s role becomes that of guiding and facilitating participation and learning, rather than instructing. This makes it possible for a diverse group of students to receive education together, as students do not need to be at the same stage of learning or receive the same instruction from the teacher. Rather, they can work at their own pace and in their own way, within a common framework of goals and activities. This approach also fosters a sense of belonging to a community and a shared understanding of key values and global citizenship, a feeling of being part of a broader, common community of humanity (UNESCO, 2015d).

It is articulated around the planned teaching and learning opportunities available in mainstream classrooms – the intended curricula effectively applied. It is also essential to develop and use national evaluation systems that comply with international human rights standards, so that education meets the objectives set by human rights conventions (see Dimension 4.3 below)2.

At the same time, it is important to remember that students have access to many other learning experiences. While these experiences may be more difficult to plan, they are undoubtedly influenced by schools and other aspects of the education system. These experiences include social interactions among students, interactions between students and teachers inside and outside the classroom, and learning experiences that occur within the community, for example, in the family or in various social or religious contexts.

Table 4. Curriculum adaptation for students’ needs in the Netherlands

In the Netherlands, educational policy promotes the integration of students with special educational needs into general education. While all schools must cover the basic curriculum objectives and inspectors must monitor how the content specified in these objectives is implemented, schools enjoy a great deal of freedom to organize the curriculum in a way that responds to the needs and abilities of their students. Situations have been created to guide schools in organizing the different learning areas within the curriculum. While the tailor-made development of these curricula imposes additional demands on schools and teachers, it is also part of the task toensure the quality of education for students with special educational needs, wherever that education takes place. As some authors point out, in the Netherlands, “education is seen as an important instrument for combating poverty, social exclusion and marginalization” (Thijs et al., 2008, p.39).

For more information: https://www.european-agency.org/sites/ default/files/Inclusive_Education_Netherlands.pdf

… learning takes place when students actively participate …

1.3. All associates working with students and their families understand and support the objectives of the national policy to promote inclusion and equity in education.

Educational change is technically simple, but politically and socially complex (Fullan, 2007). Progress towards inclusion and equity cannot always be understood or celebrated in contexts where people are accustomed to segregated education, or where educators doubt their ability to cope with student diversity. Therefore, it is necessary to mobilize public opinion in favor of these principles of equity and inclusion.

Some key lessons have emerged from efforts to reach consensus on equity and inclusion in education. These lessons include the need for:

Clarity of purpose, and a shared understanding of the rationale and purpose of the changes being introduced;
Understanding the added valueof the proposed changes, emphasizing the benefits for parents and children, for the community in general, and for the education system itself;
Evidence that allowsmake informed judgments about the current situation and the expected impact of the proposed changes;
Champions, who are committed to inclusive and equitable education and can mobilize support networks;
Strategic communication, which may require developing a strategy that draws on different channels to reach the various stakeholders.

Table 5. Fostering commitment to inclusion and equity in Bangladesh

What is happening in Shirina Akter’s classroom is a positive example of the influence of inclusive thinking. Facing her class of 60 children, she moves to the last exercise before classes are interrupted for a short holiday: comprehension. As rows of girls with plaits and boys in short-sleeved shirts scribble in their exercise books, a boy sitting at the front uses a stylus on a black plastic tablet. Salim, who is blind from birth, is using a simple Braille writing instrument. It is just one of the things that allow him to sit alongside his peers at Hasnabad Primary School, in a small town thriving with textile mills, soap factories and farms, about 50 km northeast of Dhaka (UNICEF, 2014, p.10). In places like Hasnabad, Sightsavers has been working with local partners, such as the non-profit organisationAssistance for Blind Children (ABC), to strengthen the commitment and capacity of teachers and schools to include visually impaired children.in mainstream schools. ABC also involves parents of children, many of whom believe that their child’s disability means that they are incapable of learning and will be excluded from school. This involvement increases parents’ awareness and provides an opportunity to determine the appropriate school placement for the child.

For more information: 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

1.4. Systems exist to monitor the presence, participation, and achievement of all students in the education system

Research points to “mechanisms for change” that can be used to promote equity and inclusion in education. In particular, research provides important evidence that the presence, participation, and achievement of students are among the most important factors for success(Ainscow, 2005).(Ainscow, 2005).

Deciding what evidence to collect and how to use it requires attention. For example, education systems currently collect more statistical data on learning outcomes than ever before (often through standardized tests to make comparisons between countries) to determine the effectiveness of those systems. This reflects a limited view of education as the mere acquisition of a set of functional skills. This view, in turn, has generated new pressures: in many countries, officials guiding national policies have expressed concern that school results be measured by test outcomes and their progress be compared with that of other countries.

In countries with criteria strictly designed to define success, oversight mechanisms can hinder the development of a more inclusive education system. A well-functioning education system requires policies that focus on the participation and achievement of all students. It must also address the disadvantages faced by certain population groups, such as those from poorer households, ethnic and linguistic minorities, indigenous peoples, persons with disabilities and special needs, and girls (World Bank Group, 2011).

Therefore, accepted and clearly established definitions of inclusion and equity should be the starting point for deciding what to monitor. In other words, we should “measure what we value,” rather than, as is often the case, “value what we can measure” (Ainscow et al., 2003).

The SDGs call for greater attention to equity to renew efforts to measure inequality in education. Many countries have standards for assessing children’s educational level at all levels of schooling. In some countries, detailed statistics are available at the school, or even classroom, level on students who are struggling in school or facing other disadvantages. However, in many cases, household surveys or other methods are needed to determine who is falling furthest behind.

Table 6. Assessing the inclusion of mainstream schools in Ghana

The Government of Ghana is committed to providing free, compulsory, quality basic education for all children. The key question is: How can the government check that those efforts are helping more children to access school and participate in learning and social life at school? To answer this question, the Inclusive Education Monitoring Tool was developed to enable more systematic monitoring. Principals use this checklist to gather qualitative and quantitative information, with contributions from teachers during school meetings. Supervisors, who already regularly visit and support schools, then review the checklist. Supervisors visit school facilities, observe classes, and informally interview teachers and children, then provide feedback to the principal and teachers. Monitoring is conducted twice a year to measure progress and determine the path for decision-making for the next academic year. It also provides baseline information for the ongoing evaluation of school inclusion in the country. At the school level, this data helps teachers identify obstacles to inclusion in their schools and foster a flexible approach to inclusive practices. They also help to identify positive attitudes and active actors in schools and the community, allowing schools to leverage their strengths (Otaah et al., 2013).

Dimension 1. Concepts

Main characteristics

2.1. Important national education policy documents strongly emphasize inclusion and equity.

2.2. Senior officials at the national, district, and school levels lead on inclusion and equity in education.

2.3. Leaders at all levels articulate coherent policy goals for developing inclusive and equitable educational practices.

2.4. Leaders at all levels question non-inclusive, discriminatory, and unequal educational practices.

2.1. Important national education policy documents strongly emphasize inclusion and equity.

Legislation is a vital part of developing a more inclusive and equitable education system. In particular, legislation provides for the articulation of the principles and rights necessary to create a framework for inclusion and to reform elements of the existing system that may constitute significant obstacles to equity (such obstacles include, for example, policies that prohibit children from certain groups, such as students with disabilities or from different language groups, from attending their neighborhood school). Furthermore, legislation articulates the mandate for fundamental inclusive practices (for example, that schools must educate all students in the community). It also articulates procedures and practices throughout the education system that facilitate equity (for example, by formulating a flexible curriculum or introducing community governance).

Even though radical legislative reform is neither desirable nor possible, declarations of principle at the governmental level can generate debate on inclusion and equity in education and begin the process of reaching consensus. In some countries, special education systems are regulated by separate legislation and administered by separate sections or departments at national and local levels. Special education may also have separate training and funding systems, as well as its own curricula and assessment procedures. In these situations, it may be necessary to integrate the legislative frameworks governing the social welfare and health sectors with general and special education. This is not just about including the special education system in general education legislation, but about combining both systems.

Furthermore, it is important to ensure effective communication among the various stakeholders in countries where various laws and sectors regulate specific population groups. When communication is effective, it is possible to develop a legislative framework that combines available resources for the sole purpose of creating a more inclusive and equitable education system.

However, international declarations on inclusion and equity in education must be interpreted taking into account local circumstances. Many countries have found it useful to formulate an explicit statement of the principles guiding their own transition towards greater inclusion and equity. States that do so fulfill their obligations by taking positive measures so that individuals and communities can enjoy their right to education (UNESCO, 2014).

Table 7. National policy for multiculturalism in Paraguay

Paraguayan society is multiethnic and multicultural. The 1967 Constitution recognizes Paraguay as a bilingual country, and bilingual teaching and learning have been national policy since 1994. Language plays a very important role in understanding national culture and in transmitting universally accepted cultural values. Bilingual education is a pedagogical approach in which the mother tongue is considered necessary throughout the learning process. The second language is introduced with respect to the mother tongue in order to achieve communicative competence in both. “In curriculum planning, ‘mother tongue’ is understood as the language that is preferentially used by students entering the education system.” The ‘second language’ [es] is the one in which the child has less communicative proficiency” (Benítez Ojeda and Martínez Stark, 2014, p.122). An innovative literacy model that has been successfully applied uses both official languages at the same time. From this perspective, education in two languages and two cultures is the foundation that ensures functional and meaningful learning. This avoids a long and complicated process of trying to prioritize one language over another.

2.2. Senior leaders at the national, district, and school levels lead on inclusion and equity in education.

Policies are formulated at all levels of the education system, and it could not be otherwise at the classroom level. As such,the transition to inclusion and equity is not a simple technical or organizational change. Rather, it is a movement in a clearly philosophical direction.(Fulcher, 1989).

The move to more inclusive and equitable forms of work requires changes in the culture throughout the education system (Dyson et al., 2004). These changes range from the values and ways of thinking of policymakers, which then allow them to offer a new vision for forming a culture of inclusion and equity, to significant changes within schools.

For a culture of inclusion and equity in education to thrive, it is essential that there is a shared set of assumptions and beliefs among senior officials at the national, district, and school levels. The fundamental aspect of these assumptions and beliefs is the valuing of differences, the belief in collaboration, and the commitment to offering educational opportunities to all students (Dyson et al., 2004).

For a culture of inclusion and equity in education to thrive, it is essential that there is a shared set of assumptions and beliefs among senior officials …

It is difficult to alter the cultural norms of an education system. It is especially difficult in a context that faces so many competing pressures and where professionals tend to address problems individually. Leaders at all levels, including those in civil society and other sectors,must be prepared to analyze their own situation, determine the local obstacles and facilitators, plan an appropriate development process, and leadinclusive practices and effective strategies for monitoring equity in education.

Table 8. Building leadership through inclusive education planning in Rwanda

Since 2012, Rwanda has been preparing annual action plans for the development of inclusive education at the district level in cooperation with the NGO Handicap International. These plans aim to enable district and sector officials, school professionals, parents, education officials, children, and other stakeholders to have inclusive education and participate in its implementation. Through a participatory approach, they analyze local needs, plan activities, identify the people who should participate, establish objectives and indicators, the strategies to be used, and the timelines for evaluation and review. Collaborations with district education departments provide information on the measures needed to support the implementation of the plans according to available resources.In a relatively short period, the behavior of school principals, as well as district and sector education officials, has changed significantly towards ownership and understanding of the principle of inclusion in education(Murenzi and Purnomo, 2013).

2.3. Leaders at all levels articulate coherent policy objectives for developing inclusive and equitable educational practices

The development of inclusive and equitable educational practices is not just about promoting new techniques. More importantly, it is about facilitating the review and deconstruction of the social learning processes that take place in specific school contexts, and the actions and thoughts that shape these processes (Ainscow et al., 2006).

Leaders at all levels of the education system play an important role in promoting inclusive ways of managing schools and the educational process. Much of what teachers do during the intense discussions that take place in a typical classroom happens automatically and intuitively, involving tacit knowledge. Furthermore, teachers often have little time to stop, think, and engage in dialogue with other teachers about their teaching practice.

Education systems can create opportunities for teachers and educators to build a common language about detailed aspects of practice and about how to make these aspects of practice more inclusive and equitable (Huberman, 1993). Without such a language, it may seem difficult for teachers to experiment with new possibilities. Through their shared experiences, colleagues can help each other express what they currently do and define what they would like to do. Their common language and shared experiences are also the means to question assumptions and prejudices about certain groups of students.

Particularly effective techniques for sharing experiences include mutual observation, sometimes through video recordings, and evidence gathered from students about teaching and learning within a school. Such approaches can help stimulate self-criticism, creativity, and actions to overcome obstacles to participation and learning (Ainscow et al., 2003; Hiebert et al., 2002).

2.4. Leaders at all levels question non-inclusive, discriminatory, and unequal educational practices

Leaders at all levels must establish the conditions within their organizations to challenge non-inclusive, discriminatory, and inequitable educational practices. From a complementary perspective, it is necessary for leaders to establish conditions that build consensus and commitment to implement the universal values of inclusion and equity.

Certain forms of leadership are known to be effective in promoting equality, equity, and social justice in schools. These approaches focus attention on teaching and learning; create strong communities of students, teachers, and parents; promote understanding of an educational culture within families; and foster inter-institutional collaboration (Kugelmass and Ainscow, 2005). Unlike mechanistic views of educational improvement, these approaches recognize that decisions about how to improve schools always involve moral and political reasoning, as well as technical considerations. Therefore, engaging in debates about inclusion and equity can help determine the underlying values.the what, the howandthe whychanges must be made in schools.

Education systems can promote this type of supportive school leadership in the following ways:

By selecting and training those who lead schools based on their commitment to inclusive and equitable values, and their ability to promote the management style described above;
Giving teachers the opportunity to combine their professional experience and specialized knowledge to review their practice again, with the aim of making it more sensitive and flexible for students (see point 2.3 above); and,
Developing “inclusive cultures” and building consensus around inclusive and equitable values within school communities (Deppeler & Ainscow, 2016).

Table 9. Educational roundtables in Nicaragua involving civil society in the promotion of policies

The Education and Human Development Forum of the Initiative for Nicaragua promotes civil society participation in “the formulation, implementation, and evaluation processes of policies and programs” (Latin American Campaign for the Right to Education, 2012, p.14). This has led to the creation of local “education tables,” which are spaces for cooperation and decision-making in education at the municipal level. Participation is open to all stakeholders such as educators, NGOs, institutions, and representatives from the Ministry of Education and local governments. Each table determines its own organization and direction, taking into account the context of each community. As the project coordinator explains, “education tables constitute an opportunity to implement policy advocacy. For us, at that time, it was important to influence national decisions, but it was also important to influence local areas where we believe more tangible changes can be made for education. It was also important to work with the tables as a strategy to decentralize the issue of education and for municipalities to acquire greater commitment to the education in their municipality” (Latin American Campaign for the Right to Education, 2012, p.15).

For more information: http://v2.campanaderechoeducacion.org/es/ noticias/251-publicacion-cuenta-historias-de-incidencia-politica-por-el-derecho-a-la-educacion-en-america-latina-y-el-caribe.html

Dimension 3. Structures and systems

Main characteristics

3.1.There is high-quality support for vulnerable students.

3.2.All services and institutions working with students and their families collaborate in the coordination of inclusive and equitable educational policies and practices.

3.3.Resources, both human and financial, are distributed in a way that benefits potentially vulnerable students.

3.4.There is clarity on the role of institutions responsible for special education, such as special schools and units, in promoting inclusion and equity in education.

There is high-quality support for vulnerable students.

In order to foster inclusion and equity in education, governments must mobilize human and financial resources, some of which may not be under their direct control.It is essential that alliances be created between key stakeholders who can support and back the change process.These stakeholders include: parents or guardians; teachers and other education professionals; teacher trainers and researchers; national, local and school administrators and managers; policymakers and service providers from other sectors (e.g., health, child protection and social services); civic community groups; and members of minority groups at risk of exclusion.

Family participation is particularly crucial. In some countries, parents and education authorities already cooperate closely in developing community programs for certain groups of students, such as those excluded due to their gender, social status, or disability (Mittler, 2000). The next logical step is for these parents to become involved in supporting the change to develop inclusion in schools.

Alliances are created between key stakeholders who can support and back the change process.

When parents lack the confidence and capabilities to participate in such projects, it may be necessary to work with them to help them develop their capabilities and build networks. This could include setting up parent support groups, training parents to work with their children, or developing parents’ advocacy skills to negotiate with schools and authorities (Miles, 2002).

Table 10. Listening to children: experiences in Denmark

The “Children’s Voice” project by schools in central Copenhagen consults parents and children to gather their opinions on the child’s well-being and learning. It is based on the inclusive program “Joint Action,” which aims to create more family-oriented measures in early childhood education, where all stakeholders contribute on an equal footing. Consultations are organized by professionals who create a framework for reflection in a “blame-free” environment, where everyone has the right to offer solutions to the concerns that have been shared. This means that meetings must be well-prepared, well-facilitated, and focused on reaching a solution. Consultations result in an action plan that participants jointly develop, implement, and evaluate.“Children’s Voice” seeks to develop a unifying sense of community based on individual realities, particularly aiming to build relationships(Lentz, 2015).

3.2.All services and institutions working with students and their families collaborate in the coordination of inclusive and equitable educational policies and practices.

In some countries, the move towards a decentralized management structure has accompanied the shift towards more inclusive and equitable education. Decentralization appears to encourage flexibility and risk-taking, and also counteracts the tendency of centralized bureaucracies to establish rigid decision-making procedures. Clearly, there are risks to be avoided, particularly concerning the control of financial resources. Consequently, decentralized control requires checks and balances to ensure equity in the allocation and use of resources.

There is also evidence thatcollaboration between schools can strengthen the capacity of individual organizations to respond to the diversity of students(Muijs et al., 2011). Specifically, collaboration between schools can help reduce their polarization, especially for the benefit of students who are marginalized at the edges of the system. Furthermore, there is evidence that when schools develop working methods in which there is greater collaboration, this affects how teachers perceive themselves and how they view their work. More specifically, discussing and comparing practices can help teachers see students with low performance in a different light. As a result, students who are difficult to educate within the established routines of the school are not considered to “have problems,” but rather to pose a challenge for teachers to re-examine their own practices in order to make them more responsive and flexible.

Table 11. School grouping in Ethiopia

In Ethiopia, the NGO Handicap International piloted an approach in which six “school clusters” became “inclusive” by integrating students with special educational needs, including children with disabilities.The school clusters, which had over 700 students enrolled, were used to support 30 satellite schools in implementing similar educational practices and approaches. Several representatives from organizations for persons with disabilities participated in the promotion and practice of inclusive education for vulnerable groups along with the school clusters; children supported this educational process through student parliaments and clubs..This resulted in improvements in inclusive education practice by service providers, better physical accessibility for students, increased enrollment of children with disabilities, and an improved learning environment for all students.(Murenzi and Mebratu, 2013).

3.3. Resources, both human and financial, are distributed in a way that benefits potentially vulnerable students.

While all countries face difficulties in finding the funds to finance inclusive and equitable development, this is particularly difficult in the parts of the world that are economically poorer. Therefore, it is important to find ways to meet the needs of the most marginalized and to address the diversity of students that do not necessarily require the use of additional funds and resources.It is essential to ensure that available resources, particularly human resources, are used in the best possible way.Countries should ensure that the criteria for allocating financial and human resources for education reflect the goals of inclusion and equity.

The long-term social and economic benefits of allocating public resources to marginalized groups far outweigh the costs. Some countries that have allocated spending to disadvantaged groups have achieved more equitable learning outcomes (UNESCO, 2015c).

It may be necessary to establish or strengthen monitoring systems to ensure that funding and other resources are used appropriately and effectively. Although funding levels differ from country to country, many of the problems and strategies are similar. It is also worthwhile to establish sustainable partnerships between the government and other potential donors.

“… It is important to find ways to meet the needs of the most marginalized and to address the diversity of students that do not necessarily require the use of additional funds and resources.”

Table 12. Regional framework for prevention, care, and support activities in Africa

The Southern African Development Community hosts over 17 million orphans, although many more children and young people with disabilities remain vulnerable in countries across the region. These figures represent one of the most profound and lasting effects of the HIV epidemic. The interstate partnership Care and Support for Teaching and Learning (CSTL) provides a global framework for the initiation, coordination, and expansion of prevention, care, and support activities. Such activities are aimed, in all cases, at improving educational outcomes. A development-based approach—addressing obstacles to education through care and support for teaching and learning—has been central to CSTL since its inception and continues to underpin its planning and implementation. At the school level, CSTL supports the identification, assessment, and provision of necessary materials to meet basic survival needs, as well as the supervision of vulnerable students. Apart from that, it also provides access to education and HIV services for vulnerable children and young people, especially girls, who are at greater risk of exposure. At the national and subnational levels, CSTL “is incorporating appropriate care and support into all components of the education system, such as governance and management, policy formulation, planning and resourcing, human resource development, curriculum, infrastructure, structures and partnerships, and supervision” (Care and Support for Teaching and Learning, 2013, p.15).Through the allocation of staff and resources, the demonstrable commitment of the Ministries of Education has led to government buy-in and CSTL leadership at the national level.

For more information: http://www.cstlsadc.com/wp-content/uploads/2016/10/CSTL_Implementation_Framework_2013_to_2018_Final_English.pdf

3.4. There is clarity on the role of institutions responsible for special education, such as special schools and units, in promoting inclusion and equity in education

When countries have separate special education institutions, it is likely that these institutions will continue to contribute, at least for the time being.Special schools and units can play a fundamental role by acting as resource centers to support regular schools that are trying to be more inclusive.Therefore, it is very important both to foster cooperation between the two sectors and to minimize social isolation. This cooperation opens up new and promising opportunities for special school staff to continue their historic task of providing support to the most vulnerable students in the education system (Ainscow, 2006).

Countries that do not have such schools or units can concentrate their resources on developing local schools in accordance with the principles of inclusion and equity. As local schools become more inclusive, the need for separate special services will decrease.

Once again,It is important for governments to make a clear commitment to inclusion and equity, highlighting the benefits for parents and children and for the community as a whole.Specifically, it is useful to distinguish between needs, rights, and opportunities. While all children have needs (e.g., appropriate teaching), they also have a right to participate fully in a common social institution (i.e., a local mainstream school) that offers them a range of opportunities. Too often, parents are forced to choose between ensuring their children’s needs are met (which sometimes involves placing them in special schools or units) and ensuring they have the same rights and opportunities as other children (which involves placing them in mainstream schools). The goal should be to create an education system where it is not necessary to choose between these options. This system should strive to support local schools and teachers by helping them develop their capacities, providing them with equipment and materials, and fostering collaboration between sectors.

Table 13. The development of a mobile teacher system in Cambodia

In Cambodia, the figure of itinerant teachers has been introduced to promote inclusive education with school principals and teachers. These teachers offer advice, resources, and support to children with disabilities, their teachers, and their parents in different communities. When the system was introduced, “it soon became evident that the itinerant teacher system could not focus solely on children with disabilities, but also had to focus on the quality of education in order to improve the learning environment for all children” (Bouille, 2013, p.12). Sopheap, a 16-year-old boy with Down syndrome, benefited from this dual approach. He was expelled from school due to behavioral problems: he responded by fighting when children provoked and mocked him. “He was expelled from school due to behavioral problems: he responded by fighting when children provoked and mocked him. “Messages about tolerance and the appreciation of differences and diversity were promoted through awareness-raising activities with students using comic books, cartoons, and posters.(Bouille, 2013, p.13). Thanks to the greater solidarity of her peers, Sopheap was able to return to school. Furthermore, the kindness and positivity of her schoolmates allowed Sopheap to immensely improve her daily life skills and behavior. Sopheap’s teacher also appreciated the training she received on developing class norms, as clear norms—defined and adopted with student participation—allowed her to focus on supporting all students’ learning.

Dimension 4. Practices

Main characteristics

4.1.Schools and other learning centers have strategies to foster the presence, participation, and achievement of all students in their local community.

4.2.Schools and other learning centers provide support to students who are at risk of failure, marginalization, and exclusion.

4.3.Teachers and support staff are prepared to respond to the diversity of students during their initial training.

4.4.Teachers and support staff have the opportunity to participate in continuous professional development related to inclusive and equitable practices.

4.1. Schools and other learning centers have strategies to foster the presence, participation, and achievement of all students in their local community.

Too often, the types of individualized responses that have characterized special education divert attention from the forms of teaching and school conditions that can truly engage all students in a class. This helps explain why efforts atinclusion that rely on practices imported from special education tend to foster new and more subtle forms of segregation, even in general settings.(Florian et al., 2016).

For example, in many countries, support staff and teaching assistants have been introduced who work alongside teachers to provide special support for students classified as having special needs. When that support is withdrawn, teachers may feel they can no longer manage their responsibilities (Takala et al., 2009). At the same time, the need for individualized education plans—established by legislation in some countries—has led some school leaders to feel that many more students will require such responses, thus creating budgetary problems in some education systems.

The recognition that inclusive schools will not be achieved by transplanting special education theory and practice into regular contexts opens up new possibilities. Many of these relate to the need to move from the individualized planning framework—mentioned earlier—to a perspective that seeks to personalize learning through whole-class engagement (Hart et al., 2004).

Research indicates that the best way to use available resources, particularly human resources, is by fostering student participation to support learning. Specifically,there is solid evidence of the potential of approaches that foster cooperation among students to create classroom conditions that can maximize participation, while simultaneously achieving a high level of learning for all members of a class(Johnson and Johnson, 1989).

Furthermore, this evidence suggests that such practices can be effective in supporting the participation of all students facing vulnerable situations, such as newcomers to a class, students from different cultural and linguistic backgrounds, and those with disabilities. However, it is important to highlight the need for capacities to orchestrate this type of practice in the classroom. When group approaches are not well managed, considerable time is usually lost, and there may be more disruptions.

In this area, the economically poorer countries of the South have much to teach us. In these countries, limited resources have led to the recognition of the potential of «peer power» through the development of «child-to-child» programs (Hawes, 1988). Students themselves are an underutilized resource that can be mobilized to overcome obstacles to participation in the classroom and contribute to improving the learning opportunities of all class members. The essential resource is already present in any classroom. What is fundamental is the ability of teachers to mobilize this often unused energy.

Table 14. Overcoming obstacles to inclusion in Gaza

Poverty and violence are very common conditions that characterize the growth stage of children in Gaza. Therefore, going to school provides them with the opportunity to develop the necessary skills for a better future. These difficult social and environmental conditions make it very complicated to provide a comprehensive and inclusive educational system for the children and youth of Gaza. Training activities were organized with international aid to prepare a group of master trainers as a key resource “to support inclusive and child-centered education” (Surour and Ashour, 2015, p.15). Following these preparatory activities, the master trainers carried out awareness-raising activities in selected schools throughout the Gaza Strip. School teachers worked as facilitators, and parents were encouraged to follow their children’s progress. Teachers, respecting the mission of teaching through child-led activities, allowed students to determine the learning topics. Two schools chose nutrition, while the remaining two decided to study the environment. The children began by researching the topics and gathering information. They were then asked to demonstrate their understanding and express their feelings using their creativity. Some students chose drawings, stories, and songs, while others expressed themselves through slogans, advocacy messages, role-playing, and games.Both parents and teachers were extremely positive about their experience with child-led learning, stating that the children had exceeded their expectations.

For more information: http://www.eenet.org.uk/resources/docs/EER%20advocacy.pdf

4.2. Schools and other learning centers provide support to students who are at risk of failure, marginalization, and exclusion.

In an effective education system, all students are continuously assessed based on their progress through the curriculum. This allows teachers to cater to a wide range of individual students. This means that teachers and other professionals must be well-informed about the characteristics and achievements of their students, while also assessing broader qualities, such as their ability to promote cohesion and cooperation.

However, the ability to merely determine each student’s performance level or list the particular difficulties of certain students is not enough.Teachers in inclusive systems need to measure the effectiveness of their teaching for the range of students and need to know what they need to do to enable each student to learn as well as possible.Therefore, assessment should focus not only on students’ characteristics and achievements, but also on the curriculum and how each student can learn within and beyond it.

Teachers in inclusive systems need to measure the effectiveness of their teaching for the range of students and need to know what they need to do to enable each student to learn as well as possible.

The most useful forms of assessment occur in the classroom and in other contexts where learning takes place (William, 2011). Teachers need to be able to carry out assessments themselves. In order to be prepared for this, they need ongoing professional development. They also need to find ways to work with special educators, psychologists, social workers, and medical professionals, when they are available. Teachers can use the assessments of these specialists for educational purposes. The most important partners of all are colleagues, parents, and the students themselves, who are positioned to see things from a unique point of view and can therefore offer different perspectives on what is needed to help all students progress.

Table 15. Cooperative teaching for inclusion in Finland

The Pirtti school, located in the city of Kuopio (Finland), has established a co-teaching agreement that promotes cooperative learning and teamwork in planning, teaching, and assessment. This practice was used to combine a mainstream class and a special class of third-grade students (9 years old). For four years, the class was taught to all together and the teachers were jointly responsible for this group. Later, a similar partnership was initiated between the first and third-grade classes, and this group was taught together for six years (Bruun and Rimpiläinen, n.d.). A review of this practice was carried out and it was concluded that teachers’ motivation had increased considerably. Teachers indicated that working together had given them strength to manage and develop their work. For this approach to be effective, teachers need more time for joint planning and collaboration. But it turned out to be beneficial not only for teachers. When students and their parents were surveyed, they too were very satisfied with the program’s effects.

For more information: http://www.inclusive-education-in-action.org

4.3. Teachers and support staff are prepared to respond to the diversity of students during their initial training.

In an inclusive and equitable education system, all teachers must address the diversity among students with a positive attitude and an understanding of inclusive practices.Teachers can acquire much of the preparation they need regarding such inclusive practices during their initial training and through short, personalized, and in-service training units..

Research on teacher training for inclusive education3 has identified four fundamental values that underpin teachers’ competence in developing and maintaining inclusive practice:

Value the diversity of students: differences between students are considered a resource and an advantage for education;
Support all students: teachers have high expectations for the achievements of all students;
Work with others: collaboration and teamwork are essential approaches for all teachers; and
Personal continuous professional development: teaching is a learning activity and teachers must accept responsibility for their own lifelong learning.

The incorporation of these values into teacher training programs can help enhance the role of teachers and support them in developing a wider range of responses to students experiencing learning difficulties. Being explicit about these values helps to establish the potential of teacher training as an influential activity for achieving change.

Several teachers will develop a high level of knowledge in special education. However, it would be advisable for such teachers to develop skills and gain experience as mainstream educators first, and then specialize. Furthermore, it is important that their specialization is not defined too restrictively, given the variety of learning difficulties they will encounter. On the contrary, specialization should be based on a broad knowledge base of learning and teaching.

Table 16. Teacher trainers’ support for inclusive education in Viet Nam

The Ministry of Education and Training of Viet Nam, having made a political commitment to inclusive education,worked with Catholic Relief Services to develop a national curriculum that would provide all teacher education students in universities and higher education institutions with quality training that would prepare them to teach in inclusive settings.However, the plan was delayed due to a lack of teacher trainers with the appropriate expertise. Consequently, current teacher trainers received additional training to enhance their attitudes, knowledge, and practical skills so that they could deliver the training curriculum using appropriate pedagogy. In one initiative, 47 teacher trainers from eight cities and provinces received 40 hours of training, during which they examined the curriculum they would be expected to follow. This experience also provided them with an important opportunity for personal reflection, discussion, and practice of the pedagogical skills needed to teach an inclusive curriculum.These teacher trainers became resource experts to support colleagues in their own institutions and in other teacher education institutions.(Forlin and Nguyet, n.d.).

For more information: http://www.inclusive-education-in-action.org/

4.4. Teachers and support staff have the opportunity to participate in continuous professional development related to inclusive and equitable practices.

In all countries, teachers are the most costly and potentially most powerful resources in the education system. Therefore, the development of teaching staff is fundamental, especially in countries where material resources are relatively scarce.

As systems become more inclusive, professional development is especially important for the significant new challenges faced by teachers in mainstream schools, who have to respond to greater diversity in student needs. Special educators, whose work context and focus are changing significantly, also need ongoing professional development. International research (Messiou and Ainscow, 2015) believes that teacher development should:

Take place primarily in classrooms, where practice takes place;
Connect and develop the available experience within the school, making connections with existing knowledge;
Create cooperative spaces where teachers can plan together, share ideas and resources, and have opportunities to observe each other while working; and
Involve teachers in developing a common language of practicethat helps individuals reflect on their own ways of working, the reason for their actions, and how to improve.

Sharing practices among colleagues is an effective means of fostering teachers’ professional development. It is important to encourage teachers to collaborate with and support their colleagues, to reflect on their practice, and to develop “team” knowledge and skills. But in some cases, sharing practices can also lead to closed minds regarding new ways of responding to difficult circumstances.

According to research, this problem can be resolved through the participation of different stakeholders. This would mean bringing together the ideas of practitioners, those of students and their families, and the knowledge of academic researchers to challenge assumptions, stimulate new thinking within a school, and encourage experimentation with creative schemes for engaging students.

Table 17. Team Approach to Inclusion in Macedonia

As a teacher from Macedonia explains, “our school operates on a policy of accepting all children, regardless of their background. The school’s inclusive policy has developed over time: our positive environment of acceptance is the result of a long process of learning and change. QEC_KEEP_0_QEC It is mandatory for all teachers to learn about inclusive education through workshops and tutorials. If we want changes to happen, everyone in the school needs to be informed. We want our entire school to have a richer professional development profile, constantly striving to learn more and improve. QEC_KEEP_1_QEC The school principal, a pedagogue and psychologist, is involved in observing teachers. We also have open classes where colleagues can sit in and watch each other teach. We meet to compare notes and experiences in relation to all our students, not just those considered to have special needs (Ivanovska et al., 2012, pp.4-5). The teacher, reflecting on how the school has progressed towards inclusion, comments: “we don’t have all the answers yet. We still face many challenges. We work hard to plan each child’s learning effectively, but we don’t always succeed” (Ivanovska et al., 2012, p.5). This example shows that, “. […] Es obligatorio que todos los docentes aprendan sobre la educación inclusiva a través de talleres y tutorías. Si queremos que ocurran cambios, hay que informar a todas las personas de la escuela. Queremos que toda nuestra escuela tenga un perfil de desarrollo profesional más rico, se esfuerce constantemente por aprender más y mejorar. […] El director de la escuela, pedagogo y psicólogo, está involucrado en la observación de los docentes. También tenemos clases abiertas donde los colegas pueden sentarse y ver a los demás enseñar. Nos reunimos para comparar notas y experiencias en relación con todos nuestros estudiantes, no sólo aquellos que se considera que tienen necesidades especiales (Ivanovska y otros, 2012, pp.4-5). El docente, reflexionando sobre cómo la escuela ha progresado hacia la inclusión, comenta: “todavía no tenemos todas las respuestas. Aún nos enfrentamos a muchos desafíos. Trabajamos duro para planear el aprendizaje de cada niño de manera efectiva, pero no siempre lo conseguimos” (Ivanovska y otros, 2012, p.5). Este ejemplo demuestra que, for inclusive practices to be effective, their development is a process that requires constant and continuous support.

Table 18. Students help teachers innovate in Portugal

“Now diversity in our school is seen as an opportunity when approached through collaborative work.” “The exchange of ideas and teamwork research makes diversity go from being a problem to being a challenge.” These are the typical comments of teachers from Escola Secundária Pedro Alexandrino (ESPA), a secondary school located in the Portuguese capital, Lisbon. For these teachers, diversity is a central theme in their daily work. In recent years, the school has made many efforts to reflect this diversity.They have formed groups of three teachers who have supported each other to analyze how to make their classes more inclusive. For example, one group focused on this question: Do all students participate in all the tasks in our classes? The conclusions from these activities have led teachers to explore how students can be associated in education and participate in planning and, sometimes, even teach the classes themselves.Teachers concluded that collaborating with their colleagues and students has led them to think of new ways to respond to student diversity. It also gave them greater confidence to experiment with different teaching practices.(Messiou et al., 2016).

Annex 1. Guide for completing the review

The review framework shown below has been developed to help countries examine how inclusion and equity are currently reflected in their policies and to determine the measures needed to improve these policies and their implementation.

Proposed Methodology

While each country will establish its own review process in a manner consistent with its working traditions, available resources and timetable, UNESCO suggests the following process:

Establish a steering committee: under the leadership of the Ministry of Education, a steering committee with a clear political mandate should be established to ensure impact and change. It will be responsible for coordinating the consultative process and information gathering for the evaluation. The committee should represent both genders and the different stakeholder groups, such as teachers, professional associations, parents, students, researchers, civil society organizations, and the community, in a balanced way.

Conduct consultations: broad consultation is necessary to obtain a credible assessment. A collective process to stimulate reflection and debate on progress levels (e.g., through workshops, focus group discussions) as opposed to individual disclosure (e.g., interviews or surveys). Different participatory approaches should be considered to ensure that stakeholders from marginalized groups, such as ethnic and linguistic minorities, indigenous peoples, girls, and persons with disabilities, feel empowered to participate in discussions.

Prepare a report: after the consultations, the steering committee should guide the preparation of a synthesis report of key findings and make recommendations on the actions needed to advance the policy. The synthesis report may be accompanied by an action plan that identifies key steps, responsible persons, and a timeline for implementing the recommendations (see Annex 3).

Supervise the implementation of the action plan: remembering that education policy is “made at all levels,” it will be important to supervise how changes are introduced throughout the system. This supervision could be one of the standing functions of the steering committee. As the committee carries out this supervision, it will be important to keep stakeholders informed about progress in implementing the plan, using examples of effective practices that inspire widespread participation in the change process.

How should the review framework be completed?

For each of the four dimensions (concepts, policies, structures and systems and practices) and the 16 characteristics that accompany them in the policy review framework:

Review the questions in the first column, titled “Areas to Examine”, and identify the types of evidence to be collected.
Discuss these and other relevant questions that arise when reviewing the evidence.
Record any information and recommended actions in the second column, titled “Comments”.
Circle the answer in the third column, “Progress Level,” that best fits the current assessment of the measures taken to incorporate the principles of inclusion and equity into educational policy. This will help identify the strongest areas to build upon and the aspects of the policy that need attention. This method corresponds to the idea that the development of inclusion and equity in education is an ongoing process, rather than a single event.

Finally, identify the recommended actions for each of the four dimensions.

Annex 2. Review Framework

Dimension 1. Concepts

Areas to examine	Comments	Level of progress (circle one)
1.1 Inclusion and equity are general principles that guide all educational policies, plans, and practices
To what extent are the principles of inclusion and equity understood and defined in educational policies? To what extent are inclusion and equity integrated as basic principles in all educational policies and plans? To what extent are all national educational policies and plans based on the principles of inclusion and equity? To what extent are educational practices guided by the principles of inclusion and equity?	Inclusion and equity are not yet strong features of educational policies, plans, and practices, but initial discussions have begun on how this can be addressed.	Planning has been carried out to strengthen the role of inclusion and equity in relation to educational policies, plans, and practices.	Measures have been taken to ensure that inclusion and equity are features of educational policies, plans, and practices.
1.2 The national curriculum and its corresponding assessment systems are designed to effectively cater to all students
To what extent is the national curriculum based on the principles of inclusion and equity? To what extent does the national curriculum have the robustness and flexibility to adapt to all students? To what extent are assessment systems used to celebrate different levels of achievement and support the development of all students?	The national curriculum and assessment systems are only adequate for some students, but discussions have begun on how this can be improved.	Planning activities are underway to review the national curriculum and assessment procedures in relation to inclusion and equity.	Measures have been taken to ensure that the national curriculum and assessment systems effectively meet the needs of all students.
1.3 All associates working with students and their families understand and support the objectives of the national policy to promote inclusion and equity in education
To what extent is there broad commitment / agreement among all professionals working with children, young people, and adults to act in accordance with the principles of inclusion and equity? To what extent do people working with children, young people, adults, and their families understand the implications of the principles of inclusion and equity in their roles?	Although organizations hold different understandings of national policy aspirations and plans to promote inclusion and equity in education, initial discussions have begun to address this issue.	Planning activities are underway to ensure that bodies understand national policy aspirations and plans to promote inclusion and equity in education.	Measures have been taken to ensure that bodies understand and support national policy aspirations to promote inclusion and equity in education.
1.4 Systems are in place to monitor the presence, participation, and achievement of all students in the education system
How effective are data collection systems (quantitative and qualitative) with regard to the presence, participation, and achievement of all students? To what extent is data analyzed to determine the impact of efforts to promote greater inclusion and equity? To what extent are measures taken in light of data analysis to strengthen inclusive and equitable environments and practices?	There is limited agreement on monitoring the presence, participation, and achievement of all students, but initial discussions have begun to address this issue.	Planning has begun for the establishment of systems to monitor the presence, participation, and achievement of all students.	Measures have been taken to establish effective monitoring systems for the presence, participation, and achievement of all students.

Dimension 2. Policy Statements

Areas to examine	Comments	Level of progress (circle one)
2.1 Important national educational policy documents strongly emphasize inclusion and equity
To what extent do all major educational policy documents reflect the principles of inclusion and equity? To what extent are policy priorities based on the principles of inclusion and equity?	Although inclusion and equity are mentioned in important national educational policy documents, discussions have been initiated to address this issue.	Planning activities have been carried out to make inclusion and equity a feature of important national education policy documents.	Measures have been taken to ensure that inclusion and equity are a feature of important national education policy documents.
2.2 Senior officials at the national, district, and school levels lead on inclusion and equity in education
To what extent do education leaders at the local level foster the development of inclusive and equitable cultures? To what extent do national policymakers demonstrate clear and sustained leadership to promote the principles of inclusion and equity? To what extent do local district administrators provide clear and sustained leadership with respect to inclusive education? To what extent are education leaders (local authorities, senior staff, school principals) trained on their responsibilities for strengthening inclusion and removing barriers?	While senior officials at the national and district levels provide limited leadership on inclusion and equity in education, discussions have begun to strengthen this aspect.	Planning has begun to encourage senior staff at the national and district levels to build leadership in inclusion and equity in education.	Steps have been taken to ensure that senior staff at the national and district levels lead on inclusion and equity in education.
2.3 Leaders at all levels articulate coherent policy objectives for developing inclusive and equitable educational practices
To what extent do national lawmakers foster the development of inclusive and equitable practices? To what extent do local district administrators take steps to foster the development of inclusive and equitable practices? To what extent do school principals and those who administer other learning centers (e.g., preschool education, special schools) act to foster the development of inclusive and equitable practices?	Although there is little evidence that leaders at different levels of the education system articulate coherent policy aspirations for the development of inclusive and equitable educational practices, discussions have been held to improve this situation.	Planning has taken place to encourage leaders at the different levels of the education system to articulate coherent policy aspirations for the development of inclusive and equitable educational practices.	Measures have been taken to ensure that leaders at the different levels of the education system articulate coherent policy aspirations for the development of inclusive and equitable educational practices.
2.4 Leaders at all levels question non-inclusive, discriminatory, and unequal educational practices
To what extent do support systems for schools and other learning settings identify, challenge, and eliminate non-inclusive, discriminatory, and inequitable practices? When non-inclusive, discriminatory, and inequitable practices exist, to what extent are they challenged?	Although leaders at different levels rarely question non-inclusive, discriminatory, and inequitable educational practices, discussions have been held to address this issue.	Planning has been undertaken to encourage leaders at all levels to challenge non-inclusive, discriminatory, and inequitable educational practices.	Measures have been taken to ensure that leaders at all levels question non-inclusive, discriminatory, and unequal educational practices.

Dimension 3. Structures and systems

Areas to examine	Comments	Level of progress (circle one)
3.1 There is high-quality support for vulnerable students
How effective are systems for identifying vulnerable students? To what extent are flexible arrangements in place to ensure support is available for individuals when needed? To what extent are families considered as partners in supporting the education of boys and girls? To what extent are students themselves asked about the support they need?	While the quality of support for vulnerable students is variable, discussions have been held on how it can be improved.	Planning has been undertaken to improve the quality of support for vulnerable students.	Measures have been taken to ensure high-quality support for all vulnerable students.
3.2 All services and institutions working with students 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 relevant sectors, such as health and social work? To what extent is there effective cooperation between schools and other learning centers? To what extent do institutions and services within districts have a shared understanding of inclusion and equity and work together? To what extent do public and private education providers apply inclusive and equitable educational practices?	Although the work of services and institutions tends not to be well coordinated, discussions have been held to consider how it can be improved.	Planning has been carried out to encourage services and institutions to collaborate.	Measures have been taken to ensure that services and institutions that engage with students and their families work together.
3.3 Resources, both human and financial, are distributed in a way that benefits potentially vulnerable students.
To what extent are all students considered equally important from an educational perspective? To what extent are available resources used flexibly and oriented towards supporting participation and learning?	While there is concern that resources are not distributed equitably, discussions have been held to address this issue.	The improvement of resource distribution has been planned, focusing particularly on the need to support vulnerable students.	Measures have been adopted to ensure an equitable distribution of resources, focusing particularly on vulnerable groups of students.
3.4 There is clarity on the role of institutions responsible for special education, 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 inclusion and equity? To what extent do students in special schools and units have opportunities to participate in activities within regular schools? To what extent is the expertise available in special settings made available to teachers in other schools?	Although special provisions are mainly separate from the regular education system, discussions have been held to consider how to foster closer links.	The creation of stronger links between special services and ordinary educational institutions has been planned.	Measures have been taken to ensure that centers providing special education play a role in promoting inclusion and equity in education.

Dimension 4. Practices

Areas to examine	Comments	Level of progress (circle one)
4.1 Schools and other learning environments have strategies to foster the presence, participation and achievement of all students in their local community
To what extent do teachers use a range of pedagogical strategies to cater for differences between students? To what extent are there effective procedures for taking students’ views on their learning and aspirations into account? To what extent do school leaders support the presence, participation and achievement of all students?	While the quality of strategies used to foster the presence, participation and achievement of all students varies, discussions have been held to improve this situation.	It has been planned to strengthen the quality of strategies used to foster the presence, participation and achievement of all students.	Measures have been taken to ensure the existence of effective strategies to foster the presence, participation, and achievement of all students.
4.2 Schools and other learning centers provide support to students at risk of failure, marginalization, and exclusion
To what extent are teachers trained to assess student progress and support their development? To what extent do teaching and non-teaching staff take into account the cultures, identities, interests, and aspirations of all their students to improve their learning? To what extent do teaching and non-teaching staff in schools and other learning centers work closely with families to ensure student support?	Although the quality of support for vulnerable students varies, discussions have been held to achieve improvements.	Planning has been directed towards strengthening the support provided to students at risk of failure, marginalization, and exclusion.	Measures have been adopted to ensure effective support for students at risk of failure, marginalization, and exclusion.
4.3 Teachers and support staff are prepared to respond to the diversity of students during their initial training
To what extent does the teacher training curriculum for all teachers emphasize the principle of inclusion? To what extent do teachers learn to develop a positive attitude towards student diversity? To what extent have teachers been helped to develop pedagogies that respond positively to student diversity?	The quality of training for teachers and support staff to respond to student diversity varies, but discussions have been held to achieve improvements.	It has been planned to strengthen the ways in which teachers and support staff are trained to respond to student diversity.	Measures have been taken to ensure that teachers and support staff receive effective training on how they respond to student diversity.
4.4 Teachers and support staff have the opportunity to participate in continuous professional development related to inclusive and equitable practices
To what extent do schools and other learning centers have effective staff development programs related to inclusive practices? To what extent do teachers have the opportunity to observe each other working to share ideas and practices? To what extent are there opportunities for teachers to attend in-service courses and benefit from personalized school support for the development of inclusive practices?	While there are only limited opportunities for professional development regarding inclusive and equitable practices, discussions have been held to address this concern.	It has been planned to create more professional development opportunities that focus on inclusive and equitable practices.	Measures have been taken to ensure that there are sufficient professional development opportunities focused on inclusive and equitable practices.

Annex 3. Action Plan Guidelines

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

Determine differentiated actions that are realistic, achievable, and measurable.
Develop a specific timeline and schedule to complete these actions.
Determine the resources needed to complete the activities, and design plans to acquire those resources.
Identify those who will be responsible for working with the different stakeholders who will advance the suggested actions.

Example of an action plan format:

Detailed actions / activities to integrate inclusion and equity into policies.
Responsible person.
Necessary resources.
Calendar.

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Sustainable Development Goal 4 (SDG) emphasizes inclusion and equity as key principles for education systems. This guide, developed around the idea that “all children count and count equally,” highlights the important 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 allows stakeholders in countries to review and assess the level of equity and inclusion of existing policies, decide on the necessary actions to improve policies and their implementation, and monitor progress as measures are taken. The guide draws on international evidence and program experience and provides examples of good practices worldwide of measures taken to create inclusive and equitable education systems.

UNESCO’s Education Sector

The 2030 Agenda for Education

Foreword

Acknowledgements

Glossary

Introduction

Why was this guide developed?

Who is the guide for?

What does the guide include?

How was the guide developed?

1. Inclusion and equity in education

Inclusion and equity in development agendas

Inclusion and equity in education policy

2. Analysis of Inclusion and Equity Policies

Inclusion and equity are general principles that govern all educational policies, plans, and practices.

1. 2. The national curriculum and its corresponding evaluation systems are designed to effectively serve all students

1.3. All associates working with students and their families understand and support the objectives of the national policy to promote inclusion and equity in education.

1.4. Systems exist to monitor the presence, participation, and achievement of all students in the education system

Dimension 1. Concepts

2.1. Important national education policy documents strongly emphasize inclusion and equity.

2.2. Senior leaders at the national, district, and school levels lead on inclusion and equity in education.

2.3. Leaders at all levels articulate coherent policy objectives for developing inclusive and equitable educational practices

2.4. Leaders at all levels question non-inclusive, discriminatory, and unequal educational practices

Dimension 3. Structures and systems

There is high-quality support for vulnerable students.

3.2.All services and institutions working with students and their families collaborate in the coordination of inclusive and equitable educational policies and practices.

3.3. Resources, both human and financial, are distributed in a way that benefits potentially vulnerable students.

3.4. There is clarity on the role of institutions responsible for special education, such as special schools and units, in promoting inclusion and equity in education

Dimension 4. Practices

4.1. Schools and other learning centers have strategies to foster the presence, participation, and achievement of all students in their local community.

4.2. Schools and other learning centers provide support to students who are at risk of failure, marginalization, and exclusion.

4.3. Teachers and support staff are prepared to respond to the diversity of students during their initial training.

4.4. Teachers and support staff have the opportunity to participate in continuous professional development related to inclusive and equitable practices.

Annex 1. Guide for completing the review

Proposed Methodology

How should the review framework be completed?

Annex 2. Review Framework

Dimension 1. Concepts

Dimension 2. Policy Statements

Dimension 3. Structures and systems

Dimension 4. Practices

Annex 3. Action Plan Guidelines

Bibliography

Guide to ensure inclusion and equity in education

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