UNESCO supports initiatives aimed at vulnerable and marginalized groups to ensure an inclusive quality Education for All. It does this through early childhood education, improving learning achievement and addressing factors of inclusion such as languages of instruction and appropriate textbooks.
The needs of marginalized and excluded groups are an integral part of all UNESCO's programme actions in promoting inclusive approaches to quality education. These include:
- forging a holistic approach to education from early childhood onwards to incorporate the concerns of marginalized and excluded groups in all education activities
- developing capacities for policy-making and system management to support strategies towards inclusive quality education
- commissioning research on inclusive policies and quality learning enhancement and
- highlighting groups that are currently marginalized and excluded from a quality education
Strong foundations: UNESCO’s Global Monitoring Report 2007
Disadvantaged children stand to benefit the most from a holistic package encompassing care, health and nutrition in addition to education in the early years, as Chapter 5 of this report demonstrates.
Enhancing Learning: From Access to Success
Many pupils fail to acquire even a minimal education and leave school unprepared for a rapidly changing world. This report identifies the key factors influencing learning.
Languages in Education
Language is a major factor of inclusion. An inclusive education addresses learners with the appropriate language(s) of instruction, thus improving their learning outcomes and chances for integration in society.
Access to locally developed, high quality textbooks and learning materials is especially important for children in difficult circumstances and in societies recovering from conflict.