School Access For Children From non-Dominant Ethnic And Linguistic Communities

This paper analyses school access for children from non-dominant ethnic and linguistic communities using the OOSCI studies (referenced under UIS-UNICEF below) and other international experiences. Non-dominant (ND) groups are minorities or even majorities that are unfairly marginalised in certain social contexts.1 Ethnicity and language overlap with poverty, rural life, religion and gender in ways that exclude children from gaining access to or completing basic education.