These country profiles elaborate on the 2020 GEM Report theme of inclusion and education. The profiles were primarily prepared through a review and synthesis of national laws, policies, action plans and programmes, complemented, for selected countries, by commissioned research to add subnational examples. The Global Campaign for Education contributed information on inclusion in selected countries. Grounded in the Concept note for the 2020 GEM Report on inclusion and education, the work has taken into consideration multiple variables contributing to hampering inclusion, such as disability, gender, ethnicity, indigeneity, and language, geographical location, and poverty.

The profiles, each about 2,000 words long, are available in English, French or Spanish.

Countries were invited, through their delegation at UNESCO, to review, update and validate the information. Validation is indicated. Countries are encouraged to provide comments and additions to help ensure a comprehensive, up-to-date, accurate and concise overview of laws and policies on inclusion and education.



Information was compiled in seven areas:

1 Definitions

2 School organization

3 Laws, plans, policies and programmes

4 Governance

5 Learning environments

6 Teachers and support personnel

7 Monitoring and reporting.

Building on an analysis of this qualitative information, selected indicators were coded to identify and summarize patterns in country approaches to inclusion and education. These indicators are used in the 2020 GEM Report, notably in Chapter 2 on laws and policies.

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Last modified:

Fri, 22/01/2021 - 11:16