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Promoting inclusion and equity in education: lessons from international experiences
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This paper focuses on a major challenge facing education systems around the world, that of finding ways of including all children in schools. In economically poorer countries this is mainly about the millions of children who are not able to attend formal education (UNESCO, 2015). Meanwhile, in wealthier countries many young people leave school with no worthwhile qualifications, whilst others are placed in special provision away from mainstream education and some choose to drop out since the lessons seem irrelevant (OECD, 2012). Faced with these challenges, there is evidence of an increased interest in the idea of making education more inclusive and equitable. However, the field remains confused as to the actions needed in order to move policy and practice forward.
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“Whatever the intentions behind the shift to inclusive education, the current educational issues are largely connected to economics and underfunding, as well as the inability of governing educational structures to develop a shared set of values and processes focused on providing equitable learning opportunities for all students (Ainscow, 2020).”
From Education Leadership in K-12 Systems from a Métis Worldview: Infusing Education Leadership with an Understanding of Wâhkôhtowin (2025) · cites this paper as Ainscow, 2020
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Metadata
- Authors
- Ainscow, M.
- Affiliations
- University of Manchester (GB)
- Corresponding author
- Ainscow, Mel
- ORCID
- Ainscow, Mel
- Venue
- Nordic Journal of Studies in Educational Policy
- Publisher
- Informa UK Limited
- Published
- 2020-01-02
- Volume
- 6
- Issue
- 1
- Pages
- 7-16
- ISSN
- 2002-0317 (ISSN-L)
- OpenAlex
- W2990221536
- Cited by
- 1,354
- References
- 40
- Citations by year
- 2026: 492 · 2025: 302 · 2024: 205 · 2023: 195 · 2022: 94 · 2021: 47 · 2020: 19
- FWCI
- 134.70
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Nordic Journal of Studies in Educational Policy (publishedVersion, cc-by-nc)
- Research Explorer (The University of Manchester) (publishedVersion, other-oa)
- ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) (acceptedVersion, cc-by-sa)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Inclusive Education and Diversity
- Social Sciences › Political Science and International Relations › Global Educational Policies and Reforms
- Social Sciences › Education › Education in Diverse Contexts
- Keywords
- inclusive education, educational equity, school dropout, special educational needs, out-of-school children, education policy, cross-national comparison
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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