You are viewing an archived web page, collected at the request of United Nations Educational, Scientific and Cultural Organization (UNESCO) using Archive-It. This page was captured on 20:50:47 Sep 29, 2020, and is part of the UNESCO collection. The information on this web page may be out of date. See All versions of this archived page.
Loading media information hide

Inclusion and Education


In line with its mandate, the 2020 GEM Report assesses progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda. The Report also addresses inclusion in education, drawing attention to all those excluded from education, because of background or ability. The Report is motivated by the explicit reference to inclusion in the 2015 Incheon Declaration, and the call to ensure an inclusive and equitable quality education in the formulation of SDG 4, the global goal for education. It reminds us that, no matter what argument may be built to the contrary, we have a moral imperative to ensure every child has a right to an appropriate education of high quality.

The Report also explores the challenges holding us back from achieving this vision and demonstrates concrete policy examples from countries managing to tackle them with success. These include differing understandings of the word inclusion, lack of teacher support, absence of data on those excluded from education, inappropriate infrastructure, persistence of parallel systems and special schools, lack of political will and community support, untargeted finance, uncoordinated governance, multiple but inconsistent laws, and policies that are not being followed through.  

To complement its online database on education inequalities, the Worldwide Inequality Database on Education (WIDE), in January, 2020, the GEM Report launched a new online monitoring tool, Scoping Progress in Education, (SCOPE) telling the story behind SDG 4 data using the latest in online publishing and data-visualization technologies.  

A complementary new online platform, Profiles Enhancing Education Reviews, (PEER) prepared by the GEM Report has been launched describing countries’ laws and policies on inclusion and education. 

In 2020, the GEM Report will also launch two special regional reports produced in collaboration with regional partners. The reports will offer a deep dive into inclusion and education in Latin America and the Caribbean (October 2020) and Central and Eastern Europe, Caucasus and Central Asia (December 2020).


  • Carlos Alvarado Quesada, President of Costa Rica: 2020 GEM Report
  • Inclusion and education: Voices
  • 2020 GEM Report Animation
  • Inclusion and Education: Voices from Malawi
  • Inclusion and Education: Voices from Liberia
  • Inclusion and education: Voices from Pakistan