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Following previous GEM* reports on education and the other SDGs (2016), accountability (2017/8), migration and displacement (2019), the 2020 GEM Report will focus on inclusion. Echoing the overall orientation in the SDGs to “leave no one behind”, as per its concept note, the Report will take an in-depth look at inclusion and education, showing the barriers faced by the most vulnerable, and with a particular focus on people with disabilities. By analysing policies the world over it will present evidence on the different elements of education systems that can support inclusion, such as laws and policies, governance and finance, curricular and learning materials, teachers, school infrastructure, school selection and parental and community views. A range of indicators will be examined for their effectiveness in measuring inclusion in education as well.

This consultation will run for 8 weeks. You are invited to suggest relevant literature, data analysis and case studies to help inform the GEM Group's writing. The group would like to invite you to among others, recommend interesting examples of policies and practices  that highlight how inclusive education policies look like in different countries and how inclusive education is implemented in schools and classrooms; and recommend potential areas of new research drawing on already established or previously unexplored sources of quantitative and qualitative data, etc.

The consultation is open until the end of September here:

https://2020educationreportconsultation.wordpress.com/2018/07/04/2020-gem-report-consultation/

View the GEM Report Vision statement.
Why
The movement to ensure a sustainable future for the planet has set forth an ambitious universal vision for development, including an education goal and 10 specific targets. The GEM Report tracks progress and considers effective policies in relation to these targets, deriving evidence-based findings and recommendations for policy-makers and other stakeholders to use in their work. It serves as an invaluable global resource and advocacy tool, promoting informed dialogue and increasing public awareness of education’s central role in achieving sustainable development, and the challenges to achieve quality, equitable and inclusive lifelong learning for all by 2030.
How
The GEM Report draws on the latest available data and evidence, and commissions extensive research from leading experts around the world. The Report is launched in over 50 countries, receiving significant press coverage and garnering visibility in specialist journals and social media. Alongside the full GEM Report, many additional related publications and online tools are produced to enable different stakeholders – for example, teachers, policy-makers, youth, civil society organizations and donors – to benefit from its research. The GEM Report has also developed the World Inequality Database on Education (WIDE) to draw attention to the extremely high levels of education inequality across countries and between groups within countries, with the aim of helping to inform policy design and public debate.
Who
The GEM Report influences national, regional and international policy-makers in education and finance as well as planners, policy analysts, aid agencies, foundations, UN organizations, NGOs, teachers, experts, researchers, the media and students.

* The Global Education Monitoring Report (the GEM Report) is an editorially independent, authoritative and evidence-based annual report published by UNESCO. Its mandate is to monitor progress towards the education targets in the new Sustainable Development Goals (SDGs) framework. The GEM Report tracks progress and considers effective policies in relation to these targets, deriving evidence-based findings and recommendations for policy-makers and other stakeholders to use in their work. It serves as an invaluable global resource and advocacy tool, promoting informed dialogue and increasing public awareness of education’s central role in achieving sustainable development. Read more at https://en.unesco.org/gem-report/

 
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