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C E N T R A L A N D E A S T E R N E U R O P E ,
C A U C A S U S A N D C E N T R A L A S I A
Inclusion and education:
A L L M E A N S A L L
This report covers a geographically vast and diverse area, which
was welded together into a region with similar education
structures
and approaches under state socialism in the second half of the
20th century. Access to education was high. However, education
systems also used a discriminatory approach, whereby children
with disabilities attended special schools, once wrongly regarded
as
an effective solution, segregated by type of disability, if not fully
excluded from education.
Since 1989, the region has been trying to overcome this heavy legacy
and shift towards a rights-based approach to education, often
with the support of international organizations. Laws and policies
have embraced a broader concept of inclusion. Teacher education
and professional development programmes
are being revised or
restructured. Yet progress is uneven. Many changes are happening
on paper, while deeply held beliefs and actual practices remain little
altered. At the same time, education systems have been grappling
with the fallout from political conflict and economic crises that
exacerbate inequality and maintain tensions over social issues.
Characteristics such as gender, remoteness, poverty,
ethnicity,
language, migration, displacement, incarceration, sexual orientation,
gender identity and expression, and religion and other beliefs and
attitudes are associated with unequal
distribution of education
opportunities.
Produced by the
Global Education Monitoring Report
team,
in partnership with the European Agency for Special Needs and
Inclusive Education and the Network of Education Policy Centers,
this report draws on in-depth profiles of 30 education systems in the
region. It also presents the additional risks to inclusion now posed
by the COVID-19 pandemic. Building on the 2020
Global Education
Monitoring Report
, it documents barriers facing learners, particularly
where multiple disadvantages intersect. Its recommendations provide
a systematic framework for identifying and dismantling these
barriers, according to the principle that ‘every learner matters and
matters equally’.
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