inclusive education systems
The Voices into Action (VIA) activity examined how to meaningfully involve the voices of learners and their families in educational decision-making processes. It aimed to:
- establish the background and rationale for the widely recognised need to involve learner and family voices in decision-making;
- identify how policy-makers and other stakeholders might meet this need in practice, in different countries and different contexts.
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Inclusion and equity in education can be improved when there are investments in children’s health and nutrition through well-designed school feeding programmes that provide food to children in school. Both a social safety net and a school health intervention, school feeding provides an opportunity for education systems to address multiple barriers at once.
This is the fourth publication in the Key Principles series. The first report in the Key Principles series (Key Principles in Special Needs Education – Recommendations for Policy-Makers) was based on Agency work published up to 2003.
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 deep-held beliefs and actual practices remain little altered.