Promoting Inclusive Education for Diverse Societies: A Conceptual Framework. OECD Education Working Papers. No. 260

Autor/inn/en	Cerna, Lucie; Mezzanotte, Cecilia; Rutigliano, Alexandre; Brussino, Ottavia; Santiago, Paulo; Borgonovi, Francesca; Guthrie, Caitlyn
Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	Promoting Inclusive Education for Diverse Societies: A Conceptual Framework. OECD Education Working Papers. No. 260
Quelle	(2021), (57 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1993-9019
DOI	10.1787/94ab68c6-en
Schlagwörter	Inclusion; Intervention; Governance; Student Diversity; Equal Education; Well Being; Capacity Building; Guidelines; Educational Practices; Models; Program Descriptions; Elementary Secondary Education; Educational Policy; Socioeconomic Influences; Geographic Location; Minority Groups; Ethnic Groups; Indigenous Populations; Gender Differences; Sexual Identity; Sexual Orientation; Gifted; Policy Analysis; Learning Disabilities; Mental Health; Religion + Suchen Sie Ihr Suchwort? Inklusion; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Well-being; Wellness; Wohlbefinden; Richtlinien; Bildungspraxis; Analogiemodell; Politics of education; Sozioökonomischer Faktor; Ethnische Minderheit; Ethnie; Sinti und Roma; Geschlechterkonflikt; Geschlechtsidentität; Sexuelle Identität; Sexuelle Orientierung; Begabter, Hoch Begabter; Politikfeldanalyse; Learning handicap; Lernbehinderung; Psychohygiene
Abstract	In many countries, schools and classrooms are becoming increasingly diverse along a variety of dimensions, including migration; ethnic groups, national minorities and Indigenous peoples; gender; gender identity and sexual orientation; special education needs; and giftedness. To navigate this diversity, adopting a multidimensional and intersectional lens could help education systems promote equity and inclusion in education and foster the well-being and learning of all students. Such an approach could also support education systems in preparing all individuals so that they can engage with others in increasingly complex and diverse societies. To build equitable and inclusive education systems, analysing policy issues regarding governance arrangements, resourcing schemes, capacity building, school-level interventions, and monitoring and evaluation is key. The "Strength through Diversity: Education for Inclusive Societies" project seeks to help governments and education systems address diversity to achieve more equitable and inclusive education systems. This paper presents the project's theoretical and analytical framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01