Antoninis Manos, April Daniel, Barakat Bilal, Bella Nicole, D'Addio Anna Cristina, Eck Matthias, Endrizzi Francesca, Joshi Priyadarshani, Kubacka Katarzyna, McWilliam Alasdair, Murakami Yuki, Smith Will, Stipanovic Laura, Vidarte Rosa, Zekrya Lema
Global Education Monitoring (GEM) Report, UNESCO, 7 Place de Fontenoy, 75007 Paris, France.
Prospects (Paris). 2020;49(3-4):103-109. doi: 10.1007/s11125-020-09505-x. Epub 2020 Sep 18.
This article provides an overview of the , which looks at social, economic, and cultural mechanisms that discriminate against disadvantaged children, youth, and adults, keeping them out of education or marginalized in it. Countries are expanding their vision of inclusion in education to put diversity at the core of their systems. Yet, implementation of well-meaning policies often falters. Released at the start of the Decade of Action to 2030, and during the Covid-19 crisis, which has exacerbated underlying inequalities, the report argues that resistance to addressing every learner's needs is a real threat to achieving global education targets. identifies practices in governance and finance; curricula, textbooks, and assessments; teacher education; school infrastructure; and relations with students, parents, and communities that can unlock the process to inclusion. It provides policy recommendations to make learner diversity a strength to be celebrated, a force for social cohesion.
本文概述了[具体内容缺失]，探讨了歧视弱势儿童、青年和成年人的社会、经济和文化机制，使他们无法接受教育或在教育中被边缘化。各国正在扩大其教育包容的视野，将多样性置于其教育体系的核心。然而，善意政策的实施往往步履蹒跚。该报告在2030年行动十年伊始以及新冠疫情危机期间发布，疫情加剧了潜在的不平等，报告认为，抵制满足每个学习者的需求对实现全球教育目标构成了真正威胁。[具体内容缺失]确定了治理和财政、课程、教科书和评估、教师教育、学校基础设施以及与学生、家长和社区的关系等方面的做法，这些做法可以开启包容进程。它提供了政策建议，以使学习者的多样性成为值得颂扬的优势，成为社会凝聚力的一股力量。
