By Susan Nicolai, Senior Research Fellow, ODI

Extensive calls to 'build back better' are being made in response to the continued impacts and restrictions brought about by the Covid-19 pandemic. For education, with close to half the world's students still affected by partial or full school closures, these new challenges compound a long-standing global learning crisis where more than half of children and adolescents are unable to reach minimum proficiency levels in foundation subjects.  

Efforts such as #SaveOurFuture have been critical in collectively identifying actions to deliver change to the education sector in the wake of Covid-19. The campaign's associated White Paper crucially sets out priorities including to 'make education inclusive' and to 'target public spending at those left furthest behind'. Evidence of inequities in education systems was widespread even before the crisis caused by COVID-19, with learning opportunities unevenly distributed and quality education often unobtainable for the most marginalized children, adolescents, and young people. Moreover, many are especially at risk of education exclusion through compounded marginalisation due to intersecting inequalities.

Recent ODI research across a sub-set of 38 countries that have shown substantive gains on primary completion rates over the last two decades revealed several critical lessons in relation to education equity and past experience.

Continue reading "Inclusion is key to building education 'back better' but policy gaps remain"

GEM Report | July 27, 2021 at 6:36 pm | Tags: covid19, finance, Inclusion, inclusive education, target 4.1 | Categories: disability, Finance, Inclusion | URL: https://wp.me/pDwCk-3Lh
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