Global Education Monitoring Report 2020 - Inclusion and Education: All Means All

Publication language
Date published
16 Nov 2020
Research, reports and studies
Children & youth, COVID-19, Epidemics & pandemics, Education, Funding and donors, Gender, Governance, Inclusion, Poverty
United Nations Educational, Scientific and Cultural Organization (UNESCO)

UNESCO shows 40% of poorest countries failed to support learners at risk during COVID-19 crisis and urges inclusion in education.

Fewer than 10% of countries have laws that help ensure full inclusion in education, according to UNESCO’s 2020 Global Education Monitoring Report: Inclusion and education – All means all.

The report provides an in-depth analysis of key factors for exclusion of learners in education systems worldwide including background, identity and ability (i.e. gender, age, location, poverty, disability, ethnicity, indigeneity, language, religion, migration or displacement status, sexual orientation or gender identity expression, incarceration, beliefs and attitudes). It identifies an exacerbation of exclusion during the COVID-19 pandemic and estimates that about 40% of low and lower-middle-income countries have not supported disadvantaged learners during temporary school shutdown. The 2020 Global Education Monitoring (GEM) Report urges countries to focus on those left behind as schools reopen so as to foster more resilient and equal societies.