Education with matters of inclusion and equality

Education is considered a human right and the foundation of a just society. For a long time, the inclusiveness of the education system has been neglected by the international community. Inclusiveness helps us to make reputable institutions. Western Europe when compared to eastern Europe developed too quickly when they started to invest in making their institutions inclusive. Indeed, western countries were not as developed as they are now when they started to invest in constituting the inclusive educational system. For the past twenty years according to Ainscow 2020, making the educational system inclusive has been the focal point of the world regarding the issues of education. After all, is, after all, a widely known idea that inclusiveness is the principle that supports diversity among each type of learner. This international debate aims to eradicate social exclusion from the education system which has penetrated our society due to social theory of racial existence, religious doctrines, ethnicity, social class, and gender and ability.

EFA in 1990, declared to set the vision to identify the barriers that the community had faced to make the educational opportunities not accessible. It was also involved in identifying the resources at the national and community level to bring them in the light to overcome these barriers in the way of education attainment. The Dakar world education forum held a meeting to affirm the progress made in the last decade. This medical forum that Efa must take takes into consideration the poor and the disadvantaged including working children, remote rural dwellers, and ethnic and linguistic minorities. Furthermore, they also emphasized to let evolve hunger and poor health, and those who need some special care in obtaining education

The international policy context

It was 1994 when a world conference was held in Salamanca on special needs education design inclusive education systems. In this conference more than 300 participants took part 92 among them were government instincts and 25 were from international organizations whose objective was to make the policy shift from exclusion to a more inclusive education system. The conference concluded that the issue of special needs education is of equal concern for the countries in the north and south because they cannot advance in isolation. They need advanced education strategies and new social-economic policies. In short, these countries require major reforms of the ordinary school particularly.

 Making inclusive schools can be justified on several grounds. An education justification: to educate all the children together in inclusive schools means that we have to develop ways of teaching that respond to individual differences and therefore benefit all the children. A social justification: inclusive schools can change the attitudes of individuals by educating all the children together under one platform. This also helps towards making a just and non-discriminatory society. 

Economic justification. Masking inclusive schools in which every child sits under the roof to learn together will be less costly as compared to building a complex system of different types of schools specializing in particular groups of children.

A whole-system approach

A whole-system approach with interrelated factors can help in determining levers for change. These five factors include school development administration, community involvement, inclusion, and equity as principles of use of evidence. Among these five factors, the development of new schools can play a vital role. This method stresses the development of neighborhood mainstream schools to support the participation of and learning of an increasingly diverse range of learners.