inclusion in education

Inclusion in education must start in the early years when the foundation for lifelong learning is built and fundamental values and attitudes are formed. Inequality in learning and development emerges during early childhood, before children begin primary school. Beginning to address inclusion when children begin primary school is simply too late.

Recently, teachers have faced further unprecedented challenges as they seek to find ways of ensuring quality education for all their students within the context of the COVID-19 pandemic. Whilst the nature of these challenges varies depending on the location, a common concern is with those students who are known to be vulnerable to marginalization or exclusion, such as those from the poorest households, refugees and those in conflict situations, ethnic and linguistic minorities and indigenous backgrounds, and children with disabilities.

This guidance note first outlines key principles for a gender-responsive approach to education programming and addresses some of the most common misconceptions and arguments against gender-responsive education. It then gives concrete strategies and actions for putting gender equality into practice in the major domains of education in emergencies, framed by the INEE Minimum Standards.