Author: Informe GEM: Informe de Seguimiento de la Educación en el Mundo

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Crear entornos de aprendizaje inclusivos para estudiantes con diferencias de aprendizaje de comunidades marginadas

Informe GEM: Informe de Seguimiento de la Educación en el Mundo

Por GEM REPORT

Por Rachel Brody, Directora global, Alianzas programáticas y educación inclusiva, Enseñar para todos

La educación inclusiva es el núcleo de nuestra visión colectiva en Teach For All, un mundo donde los educadores, los encargados de formular políticas, los padres y los estudiantes trabajan juntos para garantizar que todos los niños de sus comunidades tengan la base que necesitan para dar forma a un futuro mejor para ellos. y todos nosotros  El Informe GEM 2020 sobre Inclusión y Educaciónse basa en la premisa de que «los sistemas educativos son tan inclusivos como sus creadores los hacen». En nuestra red global de organizaciones en 53 países, hemos visto el enorme esfuerzo requerido para reinventar los sistemas de opresión de la educación y el no aprendizaje, escuchar a las comunidades y desarrollar mentalidades, habilidades y conocimientos en evolución para poder crear entornos inclusivos que realmente abre oportunidades para que podamos aprender con y de cada estudiante.

En los últimos años, una de las áreas de enfoque clave para nuestro aprendizaje colectivo ha sido el tema de la educación que incluye a todos los alumnos. En asociación con el Programa de diferencias de aprendizaje de la Fundación Oak, lanzamos una becareunir maestros y entrenadores de maestros para explorar cómo crear entornos de aprendizaje más inclusivos. Después de varias iteraciones de esta beca, en 2019 realizamos una exploración global (una encuesta y entrevistas individuales) en la que nos relacionamos con formadores y desarrolladores de docentes, docentes y estudiantes de toda nuestra red global para obtener más información sobre el progreso que están realizando. hacia la creación de entornos de aprendizaje inclusivos para estudiantes de comunidades marginadas que también tienen discapacidades intelectuales y / o físicas. Al igual que el Informe GEM, aprendimos que si bien hay muchas barreras y obstáculos que abordar, también estamos viendo la implementación de innovaciones y prácticas que apoyan la inclusión.

Dos componentes que encontramos que son fuertes contribuyentes a las agendas de educación inclusiva de nuestros socios de la red son las alianzas profundas con ministerios de educación y programas como el Erasmus + de la Unión Europea que están colocando la educación inclusiva en el centro de sus propias prioridades. En Estonia, por ejemplo, el socio de la red Teach For All, Noored Kooli, organizó una conferencia nacional sobre Diseño Universal para el Aprendizaje en asociación con una universidad local, el Ministerio de Educación de Estonia y UDL-IRN . Esto condujo a un enfoque en todo el país para volver a imaginar cómo se estructura la educación para que los estudiantes puedan participar, reflexionar y desarrollar la comprensión de manera que apoyen más su aprendizaje y les den más autonomía y opciones en su aprendizaje.

De la educación inclusiva a la transferencia a escala real (FIERST), un proyecto cofinanciado por Erasmus +, está trabajando con organizaciones, incluidos los socios de Teach For All en Bulgaria, Estonia y Rumania, para ser líderes en las discusiones sobre educación inclusiva en sus países, y Su trabajo y aprendizaje se ha compartido en toda Europa. En Rumania, el proyecto está apoyando la creación de comunidades de práctica en las escuelas locales que reúnen a maestros, miembros de la comunidad y líderes escolares para no solo aprender, sino también experimentar, enfoques pedagógicos, como la pedagogía culturalmente sostenible y las prácticas metacognitivas. puede ayudarlos a construir entornos más inclusivos.

Una de las prácticas que nuestra red está encontrando críticamente importante para la educación inclusiva es la búsqueda de un conjunto más amplio de resultados de los estudiantes, incluyendo  competencia, agencia, disposiciones y conciencia . Continuamos aprendiendo que un enfoque profundo en la conciencia, entendiendo el contexto social, político y cultural en el que los estudiantes aprenden y crecen, incluidas las identidades culturales y las injusticias sistémicas, y la agencia, asumiendo la responsabilidad del aprendizaje y creyendo en la capacidad de determinar un camino de vida e impactar a otros: son críticos y apoyan a todo el alumno. Estas dos áreas de enfoque son importantes en la educación inclusiva, ya que se centran en quiénes son los alumnos y cómo aprenden.

Algunos métodos específicos que los educadores de redes están utilizando para apoyar la conciencia y la agencia de los estudiantes y crear entornos de aprendizaje donde podemos aprender con y de cada alumno son el Diseño Universal para el Aprendizaje, la Pedagogía Culturalmente Sostenible y las Prácticas Metacognitivas. Para profundizar nuestra comprensión de estos tres métodos y su impacto en los maestros y estudiantes, Teach For All ha desarrollado nuestra Comunidad para enfocarse profundamente en estos tres métodos, específicamente al apoyar a los estudiantes con discapacidades y aprender las diferencias de las comunidades marginadas.

La beca apoya a los maestros y entrenadores de maestros para que primero participen en un curso interactivo en línea para explorar cada uno de estos métodos. Luego, cada miembro utiliza un marco de investigación de acción para crear un proyecto (como este ) con su escuela o comunidad local para implementar prácticas inclusivas en su contexto y luego compartir su aprendizaje a nivel local y global a través de la cohorte de la Comunidad y una red más amplia de Teach For All.

Dada la pandemia, nuestra próxima Fellowship será completamente virtual y estará abierta a educadores dentro y fuera de la red Teach For All. La beca se lanza en agosto, e invitamos a todos los maestros y entrenadores de maestros a unirse, para que más profesionales puedan aprender juntos sobre cómo garantizar una educación verdaderamente inclusiva para todos los alumnos. Si está interesado en unirse, envíe un correo electrónico a rachel.brody@teachforall.org

Fuente: https://gemreportunesco.wordpress.com/

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All teachers should be prepared to teach all students

Informe GEM: Informe de Seguimiento de la Educación en el Mundo

GEM REPORT

Tomorrow, the GEM Report, the Teachers Task Force at UNESCO and Education International are co-hosting an event on teachers and teaching for inclusion. Inclusion cannot be realized unless teachers are agents of change, with values, knowledge and attitudes that permit every student to succeed.  Below are some of the core points to have come out of the 2020 GEM Report on teaching for inclusion that will be the focus of the event.

Inclusive teaching adapts to student strengths and needs. It requires teachers to be able to recognise the experiences and abilities of every student and to be open to diversity. They need to be aware that all students learn by connecting classroom with life experiences, and thus embed new ideas and skills in problem-solving activities. While many teacher education and professional learning opportunities are designed accordingly, entrenched views of some students as deficient, unable to learn or incapable mean that teachers sometimes struggle to see that each student’s learning capacity is open-ended.

Teachers may simply not believe that inclusion is possible and desirable. Teachers’ attitudes often mix commitment to the principle of inclusion with doubts about their preparedness and the readiness of the education system is to support them. In Lebanon, teachers did not believe all students with disabilities could be successfully included, for example. In 43 mostly upper middle and high income countries, one in three teachers reported that they did not adjust their teaching to students’ cultural diversity.

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Part of this may be down to the fact that teachers may not be immune to social biases and stereotypes. In the United States, for instance, 31% believed inequality was mainly due to African Americans lacking motivation. Similarly, in São Paulo, Brazil, grade 8 mathematics teachers were more likely to give white students a passing grade than their equally proficient and well-behaved black classmates.  In Italy, girls assigned to teachers with implicit gender bias underperformed in mathematics and chose less demanding schools. Such biases are detrimental to student learning and require training to confront and discuss them out in the open.

Ensuring that teachers rise to the challenge requires training. But analysis of information collected for the GEM Report’s new website, PEER, determined that out of 168 countries analysed, 61% provided elements of training on inclusion. Around a quarter of teachers in middle- and high-income countries reported a high need for professional development on teaching students with special needs. These are calls for this situation to change.

Cartoon 11 - support of teachers - colours

But such training should not be taught as a specialist topic; it should be the core of teacher education.  A good example can be found in New Brunswick, Canada, where a quarter of all teachers were trained to support students with autism. Nor should mainstream and special school teachers be trained separately.

Training should also be targeted at head teachers and school leaders. They should be ready to implement activities that create safe and inclusive school environments. The 2018 OECD Teaching and Learning International Survey (TALIS), showed nearly one-fifth of head teachers had no instructional leadership training. Across 47 participating education systems, 15% of head teachers reported a high need for professional development in promoting equity and diversity, with the share reaching more than 60% in Viet Nam.

An inclusive school ethos is key to making all students feel they belong and can realize their potential. Head teachers need support to combat bullying and school violence, for instance, which constitute one of the most important drivers of exclusion.

As well as training, policy makers should make sure that the teaching body should reflect social diversity. Under-representation of minorities is fuelled by barriers at each step, from entering initial teacher education to remaining in the profession. In India, for example, the share of teachers from scheduled castes did increase from 9% to 13% between 2005 and 2013 but is still unrepresentative given that they constitute 16% of the country’s population.

All this said, teachers cannot carve out a path to inclusion on their own. They also require support, appropriate working conditions and autonomy in the classroom to focus on every learner’s success. Support personnel accompany a transition towards inclusion, but a survey of unions suggested they were always available in no more than 22% of countries. Policies designed to provide incentives for teachers to work in more challenging schools are needed. In Queensland, Australia, teachers willing to work in rural and remote areas may be entitled to rent subsidies and financial benefits.

Inclusion in education involves us all, policy makers, the education workforce, but also communities and parents whose positive attitudes are needed.  We cover all these issues in the 2020 GEM Report and look forward to discussing them on this blog in the coming weeks.

Fuente: https://gemreportunesco.wordpress.com/2020/07/08/all-teachers-should-be-prepared-to-teach-all-students/

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We need to talk about racism in schools

Informe GEM: Informe de Seguimiento de la Educación en el Mundo

By Manos Antoninis/ DPhil, is the director of the Global Education Monitoring Report at UNESCO. 

The fault lines are open and fractions are rising in the United States. Inequalities, which have always been there, are now fully exposed because of COVID-19, including its effect on marginalized communities. The death of George Floyd shined the spotlight even brighter on the racial inequality and segregation embedded in this country’s education system.

Ongoing discrimination, alienation and segregation in schools promote exclusion in education and damages the opportunity to build more inclusive attitudes among members of the population. It’s time for this to stop.

By latest counts, over a third of black students are in schools where at least nine out of 10 of their classmates are also black. Having made great progress to reduce intensely segregated schools in the 1960s, legislation in the 1990s released hundreds of U.S. school districts from court-enforced integration. It should not be a surprise that the effect of this loophole is seeping out into society. Unfortunately, a “them” and “us” position has been normalized.

School choice has a lot to answer for. When white parents choose schools, they use racial composition and factors for which race is a proxy, such as school safety, quality of facilities and academic performance. These choices could trickle down to their children, shape their values and, presumably, they could grow up blinkered to the reality of the United States demographic composition today, which is diverse.

In a perfect world, schools would encourage children to actively seek out different views. Unfortunately, even if schools are diverse, students may self-segregate by choice, seeking out groups of friends with whom they feel most comfortable. The right teacher can address this, but the reality is that these divides often settle in.

The new 2020 Global Education Monitoring Report shows that just over half of teachers in the U.S. bother adapting their teaching to the cultural diversity of students. This results in some marginalized students being siphoned off into slower school tracks or dropping out. In fact, one in three students in the U.S. say they feel like outsiders in school, more than almost any other country in the world.

It is naive to think that teachers are immune to social biases any more than anyone else. They have better racial attitudes in recent years than before, but that does not mean that discrimination is a thing of the past. In the latest major survey on this issue in 2017, it found around one third of teachers believed that inequality was mainly due to African Americans lacking “motivation or willpower to pull themselves out of poverty.”

While we can try not to connect the dots, the stark truth is that Black students are identified with disabilities at higher rates than their peers, whether because of bias in procedures, testing material or people. In some states, minorities might officially be up to five times more likely to be in special education categories without triggering discrimination concerns.

It is important to note that teachers with minority backgrounds are underrepresented relative to the student population. The drop in African American teachers came hand in hand with school integration, a conscious choice of education leaders and policy makers. As a whole school district transitioned to full integration, the number of African American teachers in employment would be slashed by a third. This should be a lobbying matter.

The sharp end of the wedge for some children in this story is the school-to-prison pipeline in many disadvantaged areas. Children are funneled into the juvenile and criminal justice systems for often minor infractions. Black students are suspended and expelled three times as often as white students. In a Mississippi school district, children as young as 10 were routinely arrested and taken to jail in handcuffs upon teachers’ requests — some kept for days before seeing a lawyer. Black girls were strongly affected, representing the fastest-growing group in the juvenile justice system.

Social tolerance will never be part of the fabric of society until we bring children up in a tolerant environment. No child is born racist. But the system can make them so. Educating everyone the right way, including policemen and women, could make the world of difference. To join the police force in the U.S. you have to take 19 weeks training, compared to 130 weeks in Germany — less time than many trade jobs require. Adjusting what and how learning happens is a critical part of today’s unrest.

The dust will settle after the killing of George Floyd, the protests that followed and the pandemic, but we must make sure it lands in a much more inclusive education system when it’s done.

Manos Antoninis, DPhil, is the director of the Global Education Monitoring Report at UNESCO. 

We need to talk about racism in schools
© Getty Images

Manos Antoninis, DPhil, is the director of the Global Education Monitoring Report at UNESCO.

Fuente: https://gemreportunesco.wordpress.com/2020/06/30/we-need-to-talk-about-racism-in-schools/

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Which are the biggest aid donors to education?

Informe GEM: Informe de Seguimiento de la Educación en el Mundo

GEM Report

The recent new policy paper by the GEM Report shows that aid to each of the three education levels – basic, secondary and upper secondary education – has grown in the latest annual release of data from 2018. The last blog on this site looked at where aid to education is being allocated. This blog examines who the main donors are and for what education level.

The United States and Norway have prioritized aid to basic education

Of total aid to basic education, DAC member bilateral donors accounted for 57%, non-DAC bilateral donors (such as Saudi Arabia and the United Arab Emirates) for 11%, and multilateral donors for 32% in 2018. The United States, the World Bank, the United Kingdom and the European Union institutions together accounted for over 50% of total aid to basic education in 2016–2018.

The United States allocated US$1.3 billion to basic education in the period, more than twice as much as each of the other three donors, whose spending amounted to about $630 million on average. The bulk of the United States’ education aid (84%) is allocated to basic education, while the next three donors, as well as the two large non-DAC donors, allocated just half of their education aid to basic education; Germany and Japan allocate an even lower share.

Among the top 10 donors to basic education, only Norway has the same focus on basic education. These figures include, but do not distinguish, the amount of aid that bilateral donors channel through GPE. Analysis for this paper estimates that GPE may account for two-thirds of the growth in aid to basic education with unspecified recipients between the 2000s and 2010s, although this effect may have weakened in recent years.

A large share of the increase in aid to basic education in 2018 is explained by two countries, Saudi Arabia and the United Arab Emirates, which together gave US$627 million in 2018. This reflects their increased level of budget support to Yemen, of which 10% is assumed to be allocated to basic education according to the GEM Report methodology.

Overall, in 2018, funding from the United States and the World Bank, and to a lesser extent the United Kingdom, dominated aid flows to basic education in sub-Saharan Africa.

Flows from other bilateral donors were low, which may partly reflect relatively low spending by GPE in 2018. While the United States spreads aid to education relatively evenly across different countries, the World Bank and the United Kingdom have a clearer focus on countries with the largest populations. For instance, the largest single flow, worth US$143 million, was the World Bank’s support to basic education in Ethiopia.

Aid to secondary education, meanwhile, reached US$3 billion in 2018, again the largest amount ever recorded. Here, Germany is the largest donor: it allocated US$412 million on average in 2016–2018, slightly more than the World Bank, which disbursed US$405 million. Unlike in basic education, the Asian Development Bank, Japan and the Republic of Korea ranked within the 10 largest donors in this category, implying their aid priorities are placed on secondary education.

Aid to post-secondary education reached US$6.1 billion in 2018, also the largest sum on record. Germany and France are the largest donors at this level: they reported disbursements of US$1.5 billion and US$1 billion, respectively, on average per year between 2016 and 2018. Over 80% went to imputed student costs, however.  Germany spent 6% on scholarships and France spent 14%.

The new paper by the GEM Report shows that COVID-19 is likely to have a severe impact on many of these aid flows. The United Kingdom’s GDP is expected to fall by 10.2% in 2020, for instance, which could lead to a drop of US$100 million in its total aid to education. As donor countries reallocate funds to deal with increased unemployment and enterprise bankruptcies, aid volumes will inevitably be reduced – not least because some of the donors will suffer the consequences of reduced revenues from taxes or natural resources. Moreover, travel restrictions and continuing uncertainty will hamper the implementation of technical assistance programmes, despite increased needs to support the response to the pandemic, through distance learning mechanisms or the implementation of school reopening protocols. Donor priorities may shift to health or other emergency priorities. International student mobility, which accounts for US$3.1 billion of total aid to education, will be curtailed. Even without these final two effects, aid to education levels may not return to 2018 levels for another six years.

Fuente: https://gemreportunesco.wordpress.com/2020/07/30/which-are-the-biggest-aid-donors-to-education/

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Emiliano Naranjo: a teacher with a disability fighting for fairer societies in Argentina

Informe GEM: Informe de Seguimiento de la Educación en el Mundo

Informe GEM REPORT

Emiliano was born with cerebral palsy and battled against multiple odds, discrimination and stigmatism, fighting all the way to the courts to be where he is today: a university professor of physical education, an advisor to the province of Buenos Aires and a consultant in the private sector.

From the time he was a child, Emiliano relied on sports to cope with his physical condition, but he did not discover his vocation for teaching until one day, while swimming in a pool, the mother of a child with physical disabilities asked him to teach her son to swim. It was at that moment that Emiliano realised that he could combine his dedication to sports with his passion for teaching.

Confident of his vocation and with the support of his parents, Emiliano went to university to study a career as a physical education teacher. From the first day of classes, he realized the path would not be easy: his classmates thought he was in the wrong class and, when he completed the requirements for graduation, the university refused to award him his diploma, citing his body’s failure to meet the expectations of a physical education teacher. Emiliano decided to sue the university and, after a 10-year legal battle, the courts agreed with him and he was able to get his degree as a teacher.

“Inclusive education is a way to confront discrimination and leads to fairer societies by allowing anyone, whether or not they have a disability, to write their own history.”

Emiliano has been practicing his profession for over 10 years, first as a physical education teacher in an inclusive school and then as a professor in the field, training teachers at a university. Moreover, Emiliano is part of the government’s technical team seeking to improve the implementation of inclusive education in his country.

The message Emiliano communicates to all his students?

“It is time for all people to learn together, in the same school, without any kind of segregation” 

Fuente: https://gemreportunesco.wordpress.com/2020/07/01/emiliano-naranjo-a-teacher-with-a-disability-fighting-for-fairer-societies-in-argentina/

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Using SCOPE to teach educational development

Informe GEM: Informe de Seguimiento de la Educación en el Mundo

By GEM REPOTY/ Anne Campbell, Ph.D. and students at the Middlebury Institute of International Studies

It is not a simple task to prepare students about educational development around the world. At the Middlebury Institute of International Studies, we try to do this by providing international perspectives, practical learning, and immersive education for international careers. To better align the time and resources available with current events and students’ interests, we re-design our Education and Development course annually.

Teaching this course involves introducing students to the most recent and relevant perspectives, initiatives, organizations, and debates in education and development. To better prepare students for careers in the field or future study, they must understand and appreciate the importance of data-driven decision making—a process which begins with the awareness of and ability to find and analyze global education data. This year we included The GEM Report’s Scoping Progress in Education (SCOPE) tool (education-progress.org) as a formal resource for further exploration.

Why and how is SCOPE useful to students?

The tool provides students with a broad, comparative perspective on the state of educational development across five key themes: access, equity, learning, quality, and finance. Further, it complements the themes in the Global Education Monitoring (GEM) Report, which students also explored in class, while providing them with the opportunity to interact with the most recent data available. Users are also able to easily compare data among countries and engage with powerful, eye-catching visualizations. Additionally, the portal also allowed students to apply and connect knowledge from other classes, including topics such as inequality in education, data-driven policymaking, and data analysis and visualization.

FN SCOPE HORIZONTAL GEM BLUE Background RGB

How did we incorporate SCOPE into the course?

We began by exploring the role of UNESCO in international education and development. Next, we were joined virtually by a MIIS alumnus who works with UNESCO in the Dakar office. Students were then introduced to both the GEM Report and to the SCOPE website. With this foundation in place, students worked in small groups to explore one of the five key themes, investigating what the data seems to indicate (interpretation), how it is presented (visualization), and what seems irregular or missing (critique). After students presented their initial impressions, we discussed the reliability and validity of quantitative data, the challenges inherent to collecting accurate and comparable data, and the usefulness and limitations of cross-national comparisons. This activity also allowed the students to understand the types and extent of quantitative data available in the Education Progress portal.

Students were then tasked with completing a course assignment building off this knowledge and incorporating the findings from SCOPE. Each student was asked to select one of the five themes that interested them or aligned with other classes or projects. Then, within that theme, students were asked to select a relevant data presentation or specific country. Their assignment was to write and share a blog post of up to 1000 words explaining the story behind the data, focusing on history, policy, or other context. In other words, students were invited to bring the quantitative data to life by using qualitative evidence. Accordingly, the assignment also included practical strategies for writing and designing compelling blog posts on WordPress. Finally, before publication, we incorporated a semi-formal peer review component to help students improve each others’ drafts before their blog posts went live on the class website.

What was the result?

A variety of fascinating topics! Students wrote about the relationship between national wealth disparity and education access in Guatemala (Muff) and in Colombia (Weston), the influence of war on educational access in Somalia (Davis), and barriers to educational access in the Marshall Islands (Mongelluzzo). In terms of educational quality, Saint-Phard wrote about challenges facing the Haitian education system, Dumouza wrote about Afghanistan’s efforts to rebuild their education system, and Majri wrote about sanitation facilities for female students in Senegal.

Posts related to student learning outcomes included a discussion of access to the internet in Burundi (Nguyen) and of literacy programs in Cuba (Salay) and in Nepal (Ennen). Teacher training and multilingual education were also popular themes: Tanen wrote about teacher recruitment and training in Ghana, Magyar wrote about teacher training and indigenous education in Peru, and Terkel discussed mother-tongue based education in Pakistan. In terms of financing for education, Ngaboyisonga wrote about financing German higher education and Mockler discussed higher education quality and expense in the United States.

For several students, their chosen topics were new to them, providing an opportunity to explore new themes. For other students, they built upon longstanding relationships with a country or specific population. In the end, each of us learned a lot about these diverse topics in the education and development sphere, while also surfacing additional topics for further inquiry. Without question, our hands-on exploration of SCOPE helped us better understand and appreciate the stories behind the numbers, bringing education systems and their complex challenges to life.

Fuente: https://gemreportunesco.wordpress.com/2020/06/18/using-scope-to-teach-educational-development/

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Silvana Corso: Training teachers in too inclusive education tools in Argentina and around world.

Informe GEM: Informe de Seguimiento de la Educación en el Mundo

GEM REPORT

Silvana is one of many champions being highlighted by the GEM Report in the run up to the launch of its 2020 publication on inclusion and education: All means all, due out 23 June. In their own way, and in multiple countries around the world, these champions are fighting for learner diversity to be celebrated, rather than ignored.

Silvana was a teacher when her daughter Catalina came into the world with paraplegia, deafness and muteness. Determined not to reduce her daughter to her status as a patient, Silvana enrolled her in a regular school to give her the opportunity to interact with other children. The path was not easy, regular schools did not accept Catalina and referred her to special education schools for paraplegic children. Silvana managed to enrol Catalina in a regular school and she was not wrong. During the 9 years that Catalina was alive, she was able to share caresses and enjoy the company of her classmates.

Thanks to Catalina’s life, Silvana developed extensive knowledge of inclusive education. Determined not to waste it, Silvana earned a master’s degree and specialisation in inclusive education and today is the director of an inclusive school in the Villa Real neighbourhood of Buenos Aires, where she welcomes low-income children, teenage mothers, children with special abilities, and children who have been imprisoned, among others.

“There are things that Cata took away from this life that only a regular school could provide. I am convinced that the only way to transform society and eradicate discrimination is by educating all children together.”

For Silvana, all children must be raised to live together in society. Inclusive education fights indifference, because “the others” cease to exist and children grow up with a different awareness, ready to help those in need. While many teachers agree with the importance of inclusive education, many lack practical tools to apply it in the classroom. That is why Silvana divides her time between her work in the school and providing training in inclusive education tools to teachers in Latin America and Europe. Her work earned her a nomination for the Teachers’ prize in 2017.

“I am not sure whether a measure ensures inclusion in education and I say this because many have been taken and “guaranteed” by law, but not enforced. They are not complied with, because inclusion is a lifestyle and if we don’t change the way we see the world, they cannot be guaranteed. I believe that the question that schools should ask themselves in the presence of “the Other” is “Who is she/he?” and not “What’s wrong with her/him?”. Schools have the power to Name, to give back an Identity. It is as simple as that, and as complex; it is revolutionary and a great possibility to breathe inclusion.”

The 2020 GEM Report on inclusion will address all those excluded from education systems around the world. It provides concrete examples of policies that countries are implementing to help tackle exclusion, as well as recommendations on how to ensure that all children – regardless of their identities, backgrounds or abilities – can access quality, inclusive education. Register here to receive a copy in your inbox as soon as it is published on 23 June.

Join our first ever virtual global launch on 23 June to hear from inclusion champions, ministers, teachers and celebrities from different corners of the world.

Fuente: https://gemreportunesco.wordpress.com/2020/06/09/silvana-corso-training-teachers-in-inclusive-education-tools-in-argentina-and-around-world/

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