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Inclusion and Education: ALL MEANS ALL GLOBAL EDUCATION MONITORING REPORT 2020 LATIN AMERICA AND THE CARIBBEAN Inclusion and education: ALL MEANS ALL Santiago Office Regional Bureau for Education in Latin America and the Caribbean United Nations Educational, Scientific and Cultural Organization GLOBAL EDUCATION MONITORING REPORT 2020 LATIN AMERICA AND THE CARIBBEAN Inclusion and education: ALL MEANS ALL GLOBAL EDUCATION MONITORING REPORT 2020 The Education 2030: Incheon Declaration and Framework for Action specifies that the mandate of the Global Education Monitoring Report is to be ‘the mechanism for monitoring and reporting on SDG 4 and on education in the other SDGs’, with the responsibility to ‘report on the implementation of national and international strategies to help hold all relevant partners to account for their commitments as part of the overall SDG follow-up and review’. The report is prepared by an independent team hosted by UNESCO. The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. The Global Education Monitoring Report team is responsible for the choice and the presentation of the facts contained in this book and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization. Overall responsibility for the views and opinions expressed in the report is taken by its Director. The Global Education Monitoring Report team Director: Manos Antoninis Daniel April, Bilal Barakat, Madeleine Barry, Nicole Bella, Anna Cristina D’Addio, Dimitra Dafalia, Matej Damborsky, Matthias Eck, Francesca Endrizzi, Constanza Ginestra , Glen Hertelendy, Ulrich Janse Van Vuuren, Priyadarshani Joshi, Milagros Lechleiter, Kate Linkins, Camila Lima De Moraes, Kassiani Lythrangomitis, Anissa Mechtar, Claudine Mukizwa, Yuki Murakami, Judith Randrianatoavina, Kate Redman, Maria Rojnov, Anna Ewa Ruszkiewicz, Laura Stipanovic, Morgan Strecker, Rosa Vidarte, Juliana Zapata and Lema Zekrya. MINISTÈRE DE L’EUROPE ET DES AFFAIRES ÉTRANGÈRES ii LATIN AMERICA AND THE CARIBBEAN ABOUT SUMMA SUMMA is the first Laboratory of Education Research and Innovation for Latin America and the Caribbean. It was established in 2016 by the Inter-American Development Bank (IDB), with support from the education ministries of Brazil, Chile, Colombia, Ecuador, Mexico, Peru and Uruguay. Since 2018, the ministries of Guatemala, Honduras and Panama have also joined. Its mission is to contribute to and increase the quality, equity and inclusion of the region's education systems by improving the decision-making process for education policies and practices. To accomplish its mission, SUMMA organizes its actions in three strategic pillars that allow the promotion, development and dissemination of (1) cutting-edge research aimed at diagnosing the main challenges in the region and promoting shared work agendas, (2) innovation in education policies and practices aimed at providing solutions for the main education problems in the region, and (3) collaborative spaces that allow exchange between policymakers, researchers, innovators and the school community, based on a shared regional agenda. The SUMMA team Director: Javier González Leonardo Baez,† Canela Bodenhofer, Mar Botero, Rafael Carrasco, Raúl Chacón-Zuloaga, Mauricio Farías, Ismael Tabilo and Christian Silva. ABOUT OREALC OREALC/UNESCO Santiago is the Regional Bureau for Education in Latin America and the Caribbean. It was established in 1963 with the purpose of supporting Member States in improving their education systems, in the firm conviction that education is a lifelong human right. Its mission is to lead, monitor and provide technical support to the countries of the region through each of its lines of action to advance the achievement of Sustainable Development Goal 4 – Education 2030, with the involvement of other UNESCO offices and institutes and the participation of strategic partners. The OREALC team Director: Claudia Uribe Ramiro Catalán, Carlos Cayumán, Mary Guinn Delaney, Cecilia Jaramillo, Carolina Jerez Henríquez, Ramón Iriarte, Romina Kasman, Paula Klenner Forttes, Catalina Opazo Bunster, Ximena Rubio Vargas, Jerónima Sandino, Yayoi Segi-Vltchek, Valeria Seguel and Carlos Vargas. iii GLOBAL EDUCATION MONITORING REPORT 2020 This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) licence (http://creativecommons.org/licenses/by-sa/3.0/igo). By using the content of this publication, the users agree to be bound by the terms of use of the UNESCO Open Access Repository (www.unesco.org/open-access/terms- use-ccbysa-en). The present licence applies exclusively to the text content of the publication. For the use of any material not clearly identified as belonging to UNESCO, prior permission shall be requested from: publication.copyright@ unesco.org or UNESCO Publishing, 7, place de Fontenoy, 75352 Paris 07 SP France. This publication can be referenced as: UNESCO. 2020. Global Education Monitoring Report 2020 – Latin America and the Caribbean – Inclusion and education: All means all. Paris, UNESCO. For more information, please contact: Regional Report of the Global Education Monitoring Report series Global Education Monitoring Report team UNESCO, 7, place de Fontenoy 2020 Latin America and the Caribbean – 75352 Paris 07 SP, France Inclusion and Education: All means all Email: [email protected] Tel.: +33 1 45 68 07 41 2019 Arab States – Migration, displacement and www.unesco.org/gemreport education: Building bridges, not walls https://gemreportunesco.wordpress.com Any errors or omissions found subsequent to Cover photo: UNICEF/UNI235471/Willocq printing will be corrected in the online version at www.unesco.org/gemreport Caption: You can almost hear the laughter of these children from the indigenous community of Chicoy © UNESCO, 2020 near Todos Santos Cuchumatán in Huehuetenango All rights reserved province, Guatemala, as they enjoy their last day First edition of school. ‘We love school but we also love holiday Published in 2020 by the United Nations Educational, because we can play all day long!’ said one of Scientific and Cultural Organization the children. 7, Place de Fontenoy, 75352 Infographics by Optima Design Paris 07 SP, France Cartoons by Anne Derenne Typeset by UNESCO Graphic design by Optima Design Layout by Optima Design ISBN: 978-92-3-100414-8 This publication and all related materials are available for download here: Bit.ly/LAC2020gemreport iv LATIN AMERICA AND THE CARIBBEAN Foreword The arrival of COVID-19 has driven wedges of inequality to breaking point in all corners of the earth. Already, before the arrival of the pandemic, Latin America and the Caribbean was the most unequal region in the world. And if there have been recent gains in poverty and inequality reduction, the ramifications of today’s global health crisis risk sending them into reverse. More than ever before, the world needs inclusive education systems, to respond to the pressure COVID-19 has put on learning for all, as much as to build resilience for future major challenges we may face. Online platforms have been an obligatory education response to school closures, but less than half of households in the region have access to internet or a computer. On a bedrock of already existing inequalities, the pandemic has brought additional risks of enhanced learner marginalization and disengagement, already a challenge for many of the poorest communities, those with disabilities, many migrant communities, and boys, particularly in the Caribbean. There are many examples of strong pockets of inclusion in education found in the region, which are strong examples for other regions to draw from, and clearly demonstrate a belief in the value of diversity. But these must be built upon, with festering discrimination and segregation actively opposed. This report drives home where change is most needed. If diversity and identity are inbuilt areas of study in most countries’ curricula, the report shows that not all groups are represented and the challenge of teaching children in their home language has yet to be effectively addressed. Practically all countries in the region collect data on ethnicity to guide policy decisions, but many still do not carry out household surveys to get granular data on disadvantage. The region has the highest share of teachers already trained on inclusion, but many are still trying to address inequality and cope with migratory impact without the pedagogies required. A particular case is made for tackling school segregation based on socio-economic and ethnic divides. All leaders are now considering their best moves to emerge from the pandemic with the least damage. This report is a stark reminder that if we fail to invest in education today, we are setting the world on the course of more exclusion, inequality and polarization. Recovery packages without education do not hold ground. We cannot procrastinate. We must save our future. In the words of our global education goal, SDG 4, we must urgently ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Stefania Giannini Assistant Director-General for Education, UNESCO v GLOBAL EDUCATION MONITORING REPORT 2020 Foreword Education is a human right, a central pillar of Agenda 2030 for Sustainable Development and a
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