KEY MESSAGES

• Identity, background and ability dictate education opportunities. Tweet

In all but high-income countries in Europe and Northern America, only 18 of the poorest youth complete secondary school for every 100 of the richest youth. In at least 20 countries, mostly in sub-Saharan Africa, hardly any poor rural young women complete secondary school.

• Discrimination, stereotyping and stigmatization mechanisms are similar for all learners at risk of exclusion. Tweet

While 74% of countries have a definition of inclusive education, only 54% of those definitions cover multiple marginalized groups.

• Despite progress, many countries still do not collect, report or use data on those left behind. Tweet

Since 2015, 41% of countries, representing 26% of the global population, have not had a publicly available household survey to provide disaggregated data on key education indicators; the region with the lowest coverage is Northern Africa and Western Asia, at 42%, representing 46% of the population. Recent data from 14 countries using the Washington Group’s Short Set of Questions on Disability suggest that children with disabilities constitute 15% of the out‑of‑school population.

• Millions are missing out on the opportunity to learn. Tweet

In middle income countries, despite a 25-pecentage point increase in the past 15 years, only three quarters are still in school by age 15. Of those, only half are learning the basics, a rate that has been stagnant over the period. And many assessments overestimate how well students are doing: three quarters of students who did no better in multiple choice questions than random guessing were considered proficient in reading in a regional assessment of 15 countries in Latin America.

• A key barrier to inclusion in education is the lack of belief that it is possible and desirable. Tweet

One in three teachers in 43 mostly upper-middle- and high-income countries in 2018 reported that they did not adjust their teaching to students’ cultural diversity.

• While some countries are transitioning towards inclusion, segregation is still prevalent. Tweet

In the case of students with disabilities, laws in 25% of countries (but 42% in sub‑Saharan Africa and over 50% in Asia) make provisions for education in separate settings, 12% for integration and 19% for inclusion, the remainder opting for combinations of segregation and mainstreaming. In all but one OECD country, more than 50% of all immigrant students attend schools with a high immigrant concentration.

• Financing needs to target those most in need. Tweet

Across 32 OECD countries, socio-economically disadvantaged schools and classrooms are more likely to have less qualified teachers. Conditional cash transfers in Latin America since the 1990s have increased education attainment by between 0.5 and 1.5 years. One in four countries has some form of affirmative action programme to help the marginalized get access to tertiary education.

• Teachers, teaching materials and learning environments often ignore the benefits of embracing diversity. Tweet

Some 25% of teachers in 48 education systems report a high need for professional development on teaching students with special needs. Just 41 countries worldwide recognize sign language as an official language. In Europe, 23 out of 49 countries do not address sexual orientation and gender identity explicitly in their curricula.