Welcome to the United Nations
| Handicap International |
|
Background Global discussions about accelerating progress towards SDG 4 are needed. Key topics of data disaggregation and of intersectionality connect with SDGs 5 and 17. Lack of reliable, disaggregated data, about out of school children and youth or attending inclusive schools inhibits progress towards Agenda 2030. Many countries underestimate the number of children with disabilities leading to their invisibility in policies resulting in limited responses to fulfilling their rights, including education. Experiences and knowledge about ensuring quality, equity and inclusion much needed. Policymakers need to develop comprehensive inclusive education systems that respond to the intersecting and multiple discriminating factors experienced by different individuals and groups and avoid segregation. Good policies require informed, robust disaggregated data and research. Meaningful participation with relevant stakeholders including organisations of persons with disabilities (OPDs), parent’s organisations, teachers etc. are crucial throughout this process. There are increasing examples of EMIS collecting data on disability with many countries committed to using the Washington Group Questions. The COVID-19 pandemic has highlighted educational inequities in education. Efforts made now to produce quality evidence can ensure that education systems are better equipped to face future educational crises. Side-event format Panel discussion by experts in the field and those with lived experience of disability, followed by interactions with participants to exchange about progress made and remaining gaps in achieving ‘All Means All’. Resources and expertise from the GLAD IE working group shared. Speakers Representatives from:
|
Register here for the side-event
