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Asha

1. The key outcome: Inclusive education is the first step towards bringing a solidarity among all stake holders .

2. The world that man has created has changed and will continue to change . While adapting these changes new policies have evolved. This brings in the picture of Darwinism and Neo-Darwinism. Is the nature ruling us or are we ruling the nature?

3. The words vision can also mean imaginary, whereas legal obligation looks at practicality. So in order to match the vision legal obligation is necessary. This shift itself in itself is a key milestone .

4. Take away for me education for all to lead a meaningful life to earn a living in a sustained way.

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Evolution of Inclusive Education

Importance of providing quality education for all children no matter what their background is or what they are capable of or not.

Education is a basic right for all human beings and not a privilege or luxury.

It is not fair for us to expect our children to fit into our systems, rather we should be able to alterand adjust our systems and regulations for accommodating the diverse needs.

Being inclusive and creating inclusive schools is the need of the hour.

Focus on the holistic development of the kids.

Proper and effective Teachers Training programs are needed for the shift in our education system to be more welcoming, safe, warm and inclusive.

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·      All policies look at inclusive education as means for empowerment of all groups of people.  Inclusive Education that transcends boundaries of poverty, gender, race abilities etc .. is very powerful in bringing about societal transformation.  Access to lifelong opportunities for the underserved groups ensures equity.

·       New policies should reflect on the challenges and limitations of the previous policies and address them. They should include changes that are required under the present scenario and eliminate threats to any community that could exist because of inadequacies.

One to could see clarity on the idea of inclusion education and identification of the key factors that enable IE with changing policies. The earliest policy in 1948 talked about education as a Universal right without any particular mention of disabilities or marginalized groups to the latest policies that are explicit about inclusion of all the underserved communities. It is also interesting to see the Incheon policy establishing Inclusion as central goal for sustainable development. This is very powerful and looks at empowerment and societal transformation.

·      Legal obligation in a way prioritizes inclusive education as an urgent and primary requirement. It helps countries to get their resources, practices and processes in order, to facilitate the purpose. It would be interesting to see if ratified countries have brought about a greater change than countries that are signatories as far as international policies are concerned.

·      Key  takeaways

Policy level changes are Impactful.  Policies from Salamanca to Incheon strongly emphasise on inclusive education. They are not just guidelines but are directives.

Change in policies from declaring education as a Universal right -à education to disadvantaged and marginalised à Right based approaches and inclusionà holistic education -à  education for sustainable development shows emphasis on Inclusive education becoming stronger.

Salamanca and Dakar framework are landmark policies – They promote inclusive education and respect for diversity explicitly. Dakar framework talks about barriers and threats to the underserved groups and emphasise on actionable points.

Inclusive education in its complete sense is about accessibility, participation and engagement.

Although the recent policies mention about gender biases with the emphasis on education for girls and women. Educational rights of other genders are not explicitly called out.

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•Key Outcomes – How the world and policies have understood exclusion to address inclusion

•Purpose of Education – learning and unlearning in creating a least restrictive environment for all kinds of learners

•Why policies are evolving – Relevant for various demography’s and changing circumstances and scenarios, various degrees of exclusions are being understood and made aware and countries are then coming up with various ways to address them

•Milestones – Each phase of policy making has addressed various growing complexities (early 80’s – basic access to education, 2000’s – ICT and growing emphasis on support systems for diverse learners)

•Key takeaways -  I acknowledge my privilege, to understand inclusion  an idea to be implemented as policies – it has been a process and inclusion is not a legal definition but a process in itself to learn and unlearn about exclusion - it is ever evolving

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Promodh

1. Outcome sought globally of education?

All the policies aim to make education as free and compulsory, non discriminatory, fitting learner's needs, equipping teachers with tools and pedagogy to be able to bring the best of each learner and also promoting a supportive environment (culture, technology wise) and helping get a independent living for an individual

2. Purpose of education that is envisioned for all?

Education is a means to learn through different ways - not just books, but also through experience, experiments, peers, community etc. This way of learning should be available for every one, irrespective of their socio - economic - physical abilities. Education is expected to bring the best of the potential in every individual and also provide a means to a life of dignity

3. Why education policies constantly evolving?

Education has changed with the evolution of the society and its thinking and also its needs. Social norms have changed and there are new ways of thinking. Diversity in students, teachers has enabled reforms in education to make the learning process inclusive for future generation. Disability is more visible in a ever expanding world population and also people are aware of their rights and hence a pull for many changes than just a push from above.

4. key milestones in global policies that shifted inclusion from a vision to a legal obligation

For me, the two key reforms are -

a) Salamanca Statement 1994- which emphasizes that schools should consider all kinds of learners and also strive to teach them driving reforms like RTE

b) SDG 2015, which aims at quality education for all, ensuring foundation literacy and numeracy paving way for education policy changes like NEP.

5. One key take away from the discussion

Questioning the status quo is how a society evolves. I had a notion in mind that kids with disability is better to be placed in a special school but after going through the various policy developments, I understand the benefits of keeping them in the main stream outweigh the challenges arising from this. Inclusion also has different lenses.

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1. The global dialogues and actions on education is actively seeking room for everyone. Since the 90s, policies on education started addressing right to education for all and the policies of 2000s started addressing various contexts, where exclusion could be possible. While globally there is a call for inclusive education, there is also a nuanced understanding of inclusion and exclusion.

2. The issues/challenges we face as a race keep taking new shapes and thus have intensities we were not familiar of. At one point of time, issues like malnutrition, war and child labour were at the forefront. Then media boom, natural disasters, refugee crisis, multilingualism, gender identity, disability etc. Presently, AI is the hottest theme in the context of education. Therefore, it is important to expand the policies for addressing these challenges that maybe preventing a safe and equitable access to education. Policies are not like the constitution of a country; they are framed for a shorter duration. They need to be tweaked again and again for being relevant., hence policies are constantly evolving.

3. SALAMANCA STATEMENT: Addressed the governments across the globe to implement inclusion by catering to the diverse learning and other needs.

DAKAR FRAMEWORK: It made a global commitment towards EFA through the six EFA goals. It sought an actionable national plan from countries to implement these goals in a timely manner.

UNCRPD: This underlined the 'obligations' of countries towards people with disabilities. It addressed the dignity, needs and accommodations for people with disabilities and their families. UNCRPD was also legally binding in nature rather than an aspiration.

INCHEON DECLARATION: It was crucial to the SDG4 and emphasised on equity and inclusion for quality education.

4. The way the policy document employs language speaks a lot about how actionable will be the practices concerning the theme in question.

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Ruchira Goswami

1. What is standing out to you as a key outcome of education that is being sought globally?

Everyone learning together in a safe environment to grow up into productive and happy individuals.

2. Why are education policies constantly evolving?

I feel like they are not evolving as such - they are saying the same thing every time – growth and happiness of all – it’s just that their message regarding how to go about achieving the same is becoming more and more nuanced with each international convention.

3. What do you think are the key milestones in global policies that shifted inclusion from a vision to a legal obligation?

All the international conventions since 1990 have been significant – each time nudging the respective countries to develop policies and actions for citizens who are more vulnerable and face the possibility of being overlooked.

4. One key takeaway for you from the discussions.

I feel we are all part of an ecosystem – the international conventions do the due diligence to introduce new ideas and possibilities that initially seem impossible and too good to be true. Followed by the signatory countries who draw up plans and actions that are aligned with the international vision as much as possible.

I feel as long as we as a society are engaging and interacting with other international societies, there is hope, there is learning, there is growth.

All this while, I thought being differently abled was the most difficult thing. But after a course related to international policies one begins to realize being a refugee is equally difficult – when you have no native country to voice for you, you have no native country to hold accountable……and other countries would rather prefer that you go back and not complain about why your native country is unsafe.

Inclusive education is not about knowing any technique to solve for it per se, it is about caring for those who are too vulnerable to raise their voice. That is why SEL learning is important. That is why education is even more important for the differently abled and the impoverished – to equip them with their voice; so that they are able to meet you halfway in society’s quest to ensure dignity for all regardless of one’s type of impairment.

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1. Key outcomes of education globally:

Over the past six decades, our collective perception of the purpose, methods, and scope of education has changed. It has shifted from being a privilege to a right as its significance in socio-economic movement has come to light. Education is now seen as a necessity for the well-rounded development of a child who is well-integrated into society and can contribute to it meaningfully.

2. Education policies are constantly evolving as a result of changing societal needs and global trends. This helps us prepare children for future challenges and opportunities in this rapidly changing world. At the same time, as new gaps and inefficiencies in the system are identified, new solutions or methods need to be incorporated. Another contributing factor could be the increased involvement of various stakeholders and increased awareness of what education looks like in different parts of the world. There is a movement toward a more inclusive and child-centred approach where I hope teacher agency finds a place as well.

3. Every single act or policy has brought us one step closer to making inclusion the norm in education instead of an exception. I think CRC (1989) is a key milestone as it brought education for children with disabilities under the realm of an enforceable right. The UNCRPD also played a significant role as it shifted inclusion from a policy to a legal duty which applied to all the nations within its scope which then required them to make systemic changes and held them accountable. Although not a policy, SDG 4 of the 2030 agenda (2015) also shows a global consensus to their commitment to inclusive education at all levels.

4. Inclusion (here in terms of education) is a complex web that is intricately woven together drawing from a myriad of factors. I keep wondering if inclusion can ever be fully attained (or if it’s a realistic goal; if it’s not, then what should the goal be?). But what I do appreciate is that there is a conscious movement towards it on a global scale and that makes me hopeful for the future.

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1. With time, our perception of education and what it is supposed to equip learners with is changing. The focus shifts from individual development to the growth of potential human resources for states, and with changing times different governments focus on different aspects while focussing on the humanitarian angle at all times. But with human needs education is evolving at all times, so are our policies and structures.

2. Depending on the need, and what states chooses to focus on as to address public interest and to improve by acknowledging expert and practitioner's opinions backed by research. Our policies cater to needs, but to ensure that all our needs are catered, constant change and being flexible is the key, due to diverse population, marginalization and needs. Hence, evolving policies are testaments of efforts to make policies work for everyone i.e, championing inclusion.

3. Small steps towards inclusion paved the way showing it is possible. The know how of it, and what magical shift small changes can look like as established by visionaries along with intensified effort to make inclusion a norm.

But in the ground inclusion is hard, it demands flexible mindset, resources and effort. To ensure it is really being implemented, reinforcement of laws is a must.

4. We are at it, but to move forward flexibility in multiple areas apart from just classroom, pedagogy and eligibility has to be considered. We need to speak the same language at all levels, really believe in the idea of inclusion and prioritize humanistic angle above everything else.

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1. education is changing...from being a special privilege for a few to becoming a right for everyone. Now it's not just about going to school but about helping every child so that child can learn, grow, and live better with others in a this changing world...

2. To fulfill its purpose of helping children grow.. learn and live well.. education policies are changing....especially in a world where global and social issues ,technology, geography climate and values are constantly evolving. Regular reflection is required to understand and address new challenges and to find workable solutions. that's is why education policies constantly evolving

3. Legal obligation makes people follow rules that apply to everyone. Without these rules, some people might ignore them, which can be unfair to those who really need support.

4. helped me see how far we’ve come and still we need to go so far....

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1. Key Outcome of Education - Quality education for all without any discrimination. Education should be able to help develop life skills and enable them to be independent.

2. As we are acknowleding weave and structure of society , we understand how everyone in society has important role to play, - so more and more we realise how important is to include everyone to receive quality education, we make change to include more groups/people whom we might have not mentioned specifically in previous policy. Moreover, with more awareness of individual rights , in society there is an ask for change -which zero downs to bring change in policies in various places, Education policy is one of them. Initially world' s power was concentrated only in few places , now with changed dynamics there are more involvement from different regions from the world which ask their rightful share in this society, and this is also one of reason of solving education policies. It's like putting missing pieces of puzzles to make a beautiful complete picture of the society.

3. Visions may help you to be motivated to start but they do not bring enough monitoring and accountability. Legal obligations are like discipline which help you to be consistent to achieve the goals- UNCRC, Dakar framework and UNCRPD's work can be a foundation stone where each stakeholder- International community, nations take responsibility to fulfil this obligation. SDG 2015 , through we understand how overall betterment of society can be achieved through various goals , which are interweaved and can not be dealt separately.

4. The discussion was an eye-opener for me. How to look in to any frame work/policy through critical eyes. Just because it is done on international level doesn't meant it cannot be improved for better solution. How to make comparison of different works for he same goal. To be open for new changes, be updated.

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3-International Legislations and policies paved way to make inclusion a legal obligation

Firstly, UDHR IN 1948 which laid foundation for inclusive education.

In 1989UNCRC which established a framework for equity in education for the marginalized and disadvantaged children

EFA in 1990

Salamanca Statement of 1994

Dakar Framework 2000

UNCPRD of 2006 makes inclusion a legal obligation

Incheon Declaration of 2015

All these made a shift of inclusion from a vision to a legal obligation.

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1- The key outcome being sought in education in my view is fairness and equity in every aspect regardless of caste, religion or gender where learning is accessible to every citizen of the world

2- Educational policies are constantly evolving to meet the challenging needs that come out globally and for the changes taking place in technology

4- These discussion were a real eye opener to me in all aspects of education as it has provision for all kinds of children in which an effective progress is enabled by ensuring inclusion.

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1.What is standing out to you as a key outcome of education that is being sought globally?

In my view, the key global outcome being sought in education is true inclusion—education without discrimination. It’s about making learning accessible to all, regardless of physical, cognitive, social, economic, or demographic barriers. What really stands out to me is how the focus has shifted from just providing access to actually acknowledging these different forms of discrimination

2.Why are education policies constantly evolving?

Education itself is a dynamic process that must respond to changing societal needs, language, and understanding. Policies need to adapt to implementation challenges and reflect shifts in social awareness. For example, movements like the International Year of Disabled Persons (IYDP) and the Americans with Disabilities Act (ADA) in the 1990s pushed disability rights into the spotlight. These global developments influenced education policies worldwide. Also, initiatives like the UN Sustainable Development Goals (especially SDG 4) guide global priorities. As our understanding of disability and inclusion evolves, policies must remain flexible yet rooted in foundational values, because education is a long-term vision, not just a checklist of goals.

3.What do you think are the key milestones in global policies that shifted inclusion from a vision to a legal obligation?

The decade from 1983 to 1993 was pivotal, with global efforts like the UN’s IYDP and the ADA bringing disability rights to the forefront. The UDHR laid the foundation by recognizing education as a basic human right. The 1994 Salamanca Statement made a strong case for inclusive education in mainstream schools. The Dakar Framework (2000) further advanced this by emphasizing early childhood care for vulnerable children and uniquely stressing Monitoring & Accountability—calling for regular evaluation of education systems to ensure real progress, a feature rarely seen in other policies. These milestones transformed inclusion from vision to obligation.

4. One key takeaway for me from the discussions:
Inclusion in education goes beyond access—it's about actively addressing all forms of discrimination. A strong assessment strategy is key to ensuring real progress. I appreciate how the shift from MDGs to SDGs reflects more detailed and inclusive goals, but it also makes me question whether the earlier goals were fully met before moving forward.

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One key takeaway from the discussions is the importance of inclusive education, where every student has equal access to quality learning opportunities.

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saman fatema khan

1)what is standing out to you as a key outcome of education that is being sought globally?

-The key outcome of education that stands out to me that is being sought globally is the progress made towards equity, the right to education and equal opportunities for all, over the period regardless of gender, religious, cultural and learning differences. education is now evolved into a basic human right for everyone. international frameworks playing a vital role in inclusive education which has helped break down barriers, ensuring access and participation, sense of belonging for all learners. strong focus on teachers training to meet diverse learning needs and the shift supporting the idea of inclusive school where all the students can learn together, eliminating the need of separate special school.

2)why are education policies constantly evolving?

-with growing awareness of diversity and inclusion, advances in technology, people are getting aware of their rights, voicing out their rights, advocacy is gaining strength and, with all this progress, the changing dynamic needs in education is constantly being brought in light, hence as we saw historically that policies are also evolving to bridge the gaps in quality of education for all.

3) what do you think are the key milestones in global policies that shifted inclusion from a vision to a legal obligation?

a)Firstly Universal declaration of human rights (1948) declared that education is a basic human right, setting the foundation.

B)UNESCO's convention against discrimination in education (1960), the first legal international agreement for ending discrimination in education.

c) The salamanca statement (1994) emphasizing on the rights of children with disabilities promoting inclusive education eliminating the need of separate special schools and focusing on teachers training program to cater to the needs of all the learners.

d)incheon declaration and SDG4 (2015) working towards ensuring inclusive, equitable and quality education.

4) one key takeaway from discussion: as an educator i felt empowered to know how far we have come in this journey from making a policy that education is a basic human right to ensuring the inclusive, equitable and quality education and lifelong learning for all. i learnt the importance of awareness of rights and advocacy. taking accountability to begin with for making classrooms inclusive and a safe space for all.

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Shaba:-

1.What is standing out to you as a key outcome of education that is being sought globally?
Today, the world wants education to be fair and for everyone. It’s not just about learning math or reading. It’s about making sure all children, no matter who they are, can go to school and learn well.

2. Why are education policies constantly evolving?
Because the world keeps changing. New problems come up, like new technology or more people moving to new countries. So, education needs to change too, so it can help students in today’s world.

3. What do you think are the key milestones in global policies that shifted inclusion from a vision to a legal obligation?

Here are a few big steps:

1948 – Education became a human right for everyone.

1994 – The world said students with special needs should learn in regular schools.

2006 – A new law said that people with disabilities must get equal education.

2015 – A global goal was made to give all kids a good and fair education.

These steps made it clear that inclusion is not just a good idea - it’s the law.

4. One key takeaway for you from the discussions.

I learned that education is not only about studying - it’s about giving everyone a chance to grow. When we include everyone, we make the world a better and fairer place.

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3. What do you think are the key milestones in global policies that shifted inclusion from a vision to a legal obligation?, what I feel that, the 1994 Salamanca Statement was a very important step toward making education more fair for all students. It showed that many countries and organizations agreed that children with disabilities and those from marginalized groups should not be separated, but should learn together with their peers in regular schools. I believe this helped many people start seeing inclusive education not just as a good idea, but as a right that every child deserves it.

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2. Why are education policies constantly evolving? To provide fair and equal education due to lack of resources, poverty, or discrimination, a few students struggle more than others and to ensure that every student with any background, has an equal opportunity to learn and grow.

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SreedeviVivek:

1. The key outcome that stands out is quality education to all children, which is not restricted to disabilities but also to girls, ethnic minorities, refugees, and economically disadvantaged groups. It is hopeful to see that a lot of attention is not just included but maximizes participation and also provides lifelong participation.

2. Educational policies are bound to evolve, considering the changing needs, mindset shifts, and evolving needs and a better understanding of human rights. Even technological advancements and pandemics like coronavirus challenge the current policies to ensure responsiveness to changing educational needs.

3. Key milestones that turned inclusion into a legal mandate include:

UNESCO Convention Against Discrimination in Education (1960): Education for all

The Salamanca Statement (1994): Inclusive schools as preferred model.

UN Convention on the Rights of Persons with Disabilities (UNCRPD, 2006): Made inclusive education legally binding.

Sustainable Development Goal 4 (2015): Inclusive education as a global goal.

4. It is also hopeful to see the shift from exclusion to inclusion thus facilitating full participation and how diversity is not just accepted but welcomed. Howeve for achieving inclusion ,policies are not enough execution of the same must be ensured . Key takeawayy for me is how inclusive education is seen as a right and not a choice.

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The key outcomes of inclusive education, which advocates equal education of all students, regardless of their physical, intellectual, socioeconomic, emotional, linguistic, or other conditions. It also aim to create an environment that accommodate the needs of all students. to achieve this ,it is essential to provide proper training and support for teachers, enabling them to effectively address the diverse needs of their students

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Christina

As I read through article24 UNCPRD. My thoughts went through the subject which I thaught today in my class child rights was the topic. We have provision to choose our rights but the awareness is missing not only that we do not clarity on these policies so we hesitate to go on with it. The facilities need to be given by the state government is only provided is few area not for whole state. My key take away is to treat everyone equal without discrimination.

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Asha

1.What is standing out to you as a key outcome of education that is being sought globally?

The key outcome that is being sought

globally is Equity, quality and learning for all isn’t the same as Access to education for all?

2. Why are education policies constantly evolving?

Education policies have evolved over the years so that a transformation can be brought to recognize human capacities and competence, which can be put into use to raise the bar of livelihood, respect dignity of labour and to create a frame work that abides sustainable growth on this planet in which we all live.

3. What do you think are the key milestones in global policies that shifted inclusion from a vision to a legal obligation?

Are Education Institution hesitant to admit candidates with disabilities? , so   to make this compulsory legal procedure or legal method is adopted to make education inclusive.

4. One key takeaway for you from the discussions.

One take away is ,learning is a lifelong process, beyond the four walls of class rooms ,to be prepared for employment readiness by acquiring the required life skills to lead a good quality life.

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Tahaseena:

1. What is standing out to you as a key outcome of education that is being sought globally?

The creation of inclusive, equitable, and high-quality education that empowers all students, irrespective of their background, aptitude, or socioeconomic standing, is a crucial worldwide consequence. This emphasizes social-emotional growth, civic participation, and life skills in addition to academic success.

2. How does this tie to the purpose of education that is envisioned for all?
This result is in line with the worldwide goal of education, which is to promote social cohesion, human dignity, sustainable development, and active citizenship, as outlined in frameworks such as the UNESCO Education 2030 Agenda.
Education is seen not only as a right but also as a tool for equity, peace, and inclusion.

3. Why are education policies constantly evolving?
Because economies, civilizations, technology, and students themselves are ever-evolving, so too are educational policies. To stay current, and responsive, policies must alter as new issues arise.

4. What do you think are the key milestones in global policies that shifted inclusion from a vision to a legal obligation?

Important turning points include:

1948 Universal Declaration of Human Rights - Education as a fundamental human right.
1989 United Nations Convention - Rights of the Child placed a strong emphasis on accessible and inclusive education.
1994 The Salamanca Statement - Inclusive education a global priority.
2006 United Nations Convention - Rights of Persons with Disabilities established inclusive education as a legal requirement.
Goal 4 (2015) Sustainable Development Agenda: "Inclusive and equitable quality education for all."

5. One key takeaway for you from this discussion?
One important lesson learned is that inclusive education is now a worldwide responsibility based on social justice and human rights and is no longer optional.

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Siddu: What is standing out to you as a key outcome of education that is being sought globally? _ Understanding and accepting every child, no matter their background, gender, ability, has equal access to quality learning education. The goal is to create education for all where no one is left out, and where students are supported to reach their full potential through inclusive practices and fair opportunities.