Inclusion International praises Global Education Monitoring Report for attention to equity and inclusion

October 31, 2017 (London) For immediate release

Inclusion International praised UNESCO for its 2017/18 Global Education Monitoring (GEM) Report, Accountability in education: meeting our commitments, released this week.

Klaus Lachwitz, President of Inclusion International stated, “We are pleased that for the first time a major international report has identified that some attempts to promote quality in education actually work against the goal of inclusion.  Our members know that many traditional accountability tools actually keep children with intellectual disabilities and other marginalized children out of school.”

The GEM report notes that establishment of metrics and standardized instruments to enable comparisons of local governments and schools, local control over education, privatization and ranking of schools can all contribute to further marginalization of some children.  A key message of the report is that “Accountability needs to emphasize building more inclusive, equitable, good-quality education systems and practices.”

President-elect Sue Swenson who is a former Acting Under-Secretary of Education in the United States Department of Education added, “While the report does a good job of explaining how accountability measures can undermine inclusion it falls short of making constructive recommendations to address the issue.”

The report provides validation for the struggles of Inclusion International members who are witnessing ongoing exclusion and segregation of children with intellectual disabilities despite commitments to inclusion in international commitments such as the Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals.

Inclusion International is currently working with its members through its Catalyst for Inclusive Education to address the systemic barriers to inclusion.  The GEM report substantiates inclusion International’s analysis that reducing the education process to academic measurable outcomes forfeits the central tenet of education as a basic human right and a means of realizing all other human rights.

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