Inclusion and education


Partnership for Education



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Partnership for Education.
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Co-operation and Development. https://doi.org/10.1787/888934029090. (Accessed 8 January 2021.)
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. Warsaw, Open Education 
Policy Network. https://oerpolicy.eu/remote-education-during-covid-19-pandemic. (Accessed 8 January 2021.)
Pavlas, T., Pražáková, D., Zatloukal, T., Andrys, O., Novosák, J., Folwarczný, R., Borkovcová, I., Modráček, Z., Chovancová, 
K., Basl, J. and Boudová, S. 2020. 
Distance Learning in Basic and Upper Secondary Schools in the Czech Republic: Thematic 
Report
. Prague, Czech School Inspectorate.
Poklembová, V. 2020. 
ECRI Webinar on Inclusive Education in Times of Covid-19
. Košice, Slovakia, ETP Slovakia – Centre for 
Sustainable Development.
Reimers, F. M. and Schleicher, A. 2020. 
A Framework to Guide an Education Response to the COVID-19 Pandemic of 2020
. Paris, 
Organisation for Economic Co-operation and Development
Slovenia Ministry of Education, Science and Sports. 2020. 
Porocilo o izvedbi ukrepov na podrocju vzgoje in izobrazevanja v 
casu epidemije covid-19 [Report on the Implementation of Measures in the Field of Education During the Covid-19 Epidemic]

Ljubljana, Ministry of Education, Science and Sports.
Ukraine Office of Education Ombudsman. 2020. 
Результати опитування батьків: Навчання дітей під час 
карантину
[Results of the Survey of Parents: Teaching Children during Quarantine]. Kiev, Office of Education 
Ombudsman.
UNICEF. 2020. 
UNICEF Responds to the COVID-19 Pandemic in Europe and Central Asia
. Geneva, Switzerland, UNICEF. www.
unicef.org/eca/unicef-responds-covid-19-pandemic-europe-and-central-asia. (Accessed 8 January 2021.)
Vapper, T. 2020. 
Kuidas erivajadusega õpilased distantsõppega hakkama saavad? [How do Students with Special Needs 
Cope with Distance Learning?]
. Tallinn, Õpetajate Leht. https://opleht.ee/2020/04/kuidas-erivajadusega-opilased-
distantsoppega-hakkama-saavad. (Accessed 8 January 2021.)


C E N T R A L A N D E A S T E R N E U R O P E , 
C A U C A S U S A N D C E N T R A L A S I A
Inclusion and education:
A L L M E A N S A L L
This report covers a geographically vast and diverse area, which
was welded together into a region with similar education structures 
and approaches under state socialism in the second half of the
20th century. Access to education was high. However, education 
systems also used a discriminatory approach, whereby children 
with disabilities attended special schools, once wrongly regarded 
as an effective solution, segregated by type of disability, if not fully 
excluded from education. 
Since 1989, the region has been trying to overcome this heavy legacy 
and shift towards a rights-based approach to education, often 
with the support of international organizations. Laws and policies 
have embraced a broader concept of inclusion. Teacher education 
and professional development programmes are being revised or 
restructured. Yet progress is uneven. Many changes are happening 
on paper, while deeply held beliefs and actual practices remain little 
altered. At the same time, education systems have been grappling 
with the fallout from political conflict and economic crises that 
exacerbate inequality and maintain tensions over social issues. 
Characteristics such as gender, remoteness, poverty, ethnicity
language, migration, displacement, incarceration, sexual orientation, 
gender identity and expression, and religion and other beliefs and 
attitudes are associated with unequal distribution of education 
opportunities.
Produced by the 
Global Education Monitoring Report
team,
in partnership with the European Agency for Special Needs and 
Inclusive Education and the Network of Education Policy Centers, 
this report draws on in-depth profiles of 30 education systems in the 
region. It also presents the additional risks to inclusion now posed 
by the COVID-19 pandemic. Building on the 2020 
Global Education 
Monitoring Report
, it documents barriers facing learners, particularly 
where multiple disadvantages intersect. Its recommendations provide 
a systematic framework for identifying and dismantling these 
barriers, according to the principle that ‘every learner matters and 
matters equally’.
9 789231 004339
Bit.ly/Eurasia2021Inclusion

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