The 2017 European Pillar of Social Rights establishes good-quality and
inclusive education, training and lifelong learning as a right, a priority and
a shared endeavour, while respecting the diversity of education traditions
The view of inclusion as a dimension of education of
good quality for all learners was also taken in the Incheon
Declaration of the World Education Forum 2015, which
confirmed the international community’s support of
Sustainable Development Goal 4 (SDG 4) on education
and its call to ‘ensure inclusive and equitable quality
education and promote lifelong learning opportunities for
all’ by 2030. The declaration stated:
‘Inclusion and equity in and through education is
the cornerstone of a transformative education
agenda, and we therefore commit to addressing all
forms of exclusion and marginalization, disparities
and inequalities in access,
participation and learning
outcomes. No education target should be considered
met unless met by all. We therefore commit to
making the necessary changes in education policies
and focusing our efforts on the most disadvantaged,
especially those with disabilities, to ensure that no one
is left behind’ (Article 7).
This approach, which recognized that mechanisms of
exclusion were common, regardless of background, ability
or identity, underpinned the use of the term ‘inclusive’ in
the formulation of SDG 4.
European Union policies have influenced many
countries in the region
While the responsibility for education and training
systems lies with individual countries, the European Union
(EU) has played a key role supporting not only member
states but also candidates and potential members as well
as, to some extent, its eastern neighbours in developing
inclusive education capacity through
financial support and
policy cooperation.
In the case of EU member states, the 2017 European
Pillar of Social Rights established good-quality and
inclusive education, training and lifelong learning
as a right, a priority and a shared endeavour, while
respecting the diversity of education traditions (European
Commission, 2020a
). The principles of an equitable, high-
quality education for all have been reinforced through
communications and recommendations covering support
for teachers and school leaders and more effective and
efficient governance, as well as action plans targeting
specific groups, such as migrants and those of migrant
background (European Commission, 2020b).
The EU open method of coordination, a non-binding policy
dialogue process based on benchmarking and peer learning,
which applies in a range of policy areas,
was used in education through the Education and Training
2020 framework. An annual
European Education and
Training Monitor followed progress towards quantitative
targets for the European Union as a whole and in
agreement with individual member states, in line with
SDG 4, and was a basis for identifying challenges. This
process is to be strengthened through the establishment
of a European Education Area by 2025.
The role of education in EU external policy is growing
through cooperation in programmes such as Erasmus+ and
regional dialogue on education and training. The Western
Balkan countries, in particular, benefited from increased
funding in 2019 and 2020.
Realization of the right to inclusive education in
the region varies by country
Countries in the region have fulfilled the right to
education, as enshrined in international instruments
and declarations, in their constitutions, laws, policies and
programmes in a variety of ways. Some, such as Bosnia
and Herzegovina, have focused narrowly on the right to
education while others refer to
inclusive education as an
integral part of this right (e.g. Bulgaria) or stress equal
access to an inclusive system of education for all
(e.g. Georgia). Kazakhstan refers to children’s right
to attend school at their place of residence and to
receive assistance with psychological, medical and
education issues.
The CRC is being integrated in national documents.
Albania’s national agenda on child rights, a
multidisciplinary framework, aims to have all national
and local action reflect the convention’s provisions.
Mongolia’s 2017–21 national programme supporting
children’s development and participation sets out to
create a child-friendly environment where all children
develop their talents and skills, where children are listened
to and respected, and where they can participate in policy
development, implementation and evaluation. In Romania,
the 2014–20 National Strategy for the Protection and
Promotion of Children’s Rights focuses on the most
disadvantaged children.
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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
The CRPD has
had a distinct influence, as the case of Ukraine
attests (
Box 2.1
). In total, 29 of the 30 education systems
reviewed include rights of people with disabilities in their
constitution and/or in laws on education, non-discrimination,
social protection and social inclusion. In Bulgaria, a
2015 action plan on CRPD implementation and the
promotion of inclusive education was expected to have an
impact on legislation. Lithuania, Romania and Serbia focus
on non-discrimination, tackling segregation in particular.
Other countries, including Latvia, the Republic of Moldova
and Slovenia, focus on rights within education, e.g. the right
to supports such as sign language interpreters.
Despite the strong message of General Comment
No. 4 that Article 24 is not compatible with sustaining both
mainstream and
special or segregated systems, tensions
remain. In striving to provide parental choice, ministries may
be reluctant to close special schools, reflecting a view that
separate provision is not of inferior quality.
The Azerbaijan State Programme on Inclusive Education
promotes inclusive education in name, but in practice
supports ‘integration’ of people with disabilities and still
advocates special education in the delivery of vocational
training for learners with disabilities. Belarus intends
amendments to its Law on Social Protection of Persons
with Disabilities to include the concepts of reasonable
accommodation and universal design, together with a
revised approach to disability that moves away from
the medical model, which relies on medical diagnoses to
categorize students and determine their access to special
support and services.
Kyrgyzstan’s law on rights and guarantees for people
with disabilities provides an interdisciplinary approach
to education
of children with disabilities, in collaboration
with social protection and health care services. However, it
includes the possibility of studying in special schools or at
home. In Mongolia, there is a lack of coherence in the use of
terminology on special education between the Law on the
Rights of People with Disabilities and the Law on Primary
and Secondary Education.
Romania’s law on protection and promotion of rights of
people with disabilities regulates access to all forms of
education for this group and the right to education support.
Strategies and programmes relating to the CRPD have also
been developed in Albania, Bulgaria, the Czech Republic,
Georgia, Kosovo,
1
Mongolia, Montenegro, Poland, Serbia and
Ukraine, and some include costed action plans.
A move towards a rights-based approach considers both
the right to education and rights within
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