Ensuring inclusive education for ethnolinguistic minority children in the COVID-19 era

Two little girls looking at a notebook in the home cooking place
This Guidance Note aims to stimulate thinking into the unique challenges facing children from marginalized ethnolinguistic communities as they re-enter school or continue with various forms of distance learning. Remarkable progress in the region on Sustainable Development Goal 4to “ensure inclusive and equitable quality education” has been achieved but is severely jeopardized by the COVID-19 pandemic. The more marginalized the child, the greater the threat is.
UNESCO Bangkok
languages, inclusion
Marginalized & Vulnerable group:
Indigenous & Minorities, Socially & Economically excluded groups
Language of Instruction
Level of Education:
Across the education sector, Non-formal Education
Type of Resources:
Guidelines and Tools
Asia & the Pacific
Language of Publication: