• Two children reading a colored book
  • Two children draw supervised by a teacher
  • A disabled child practices facial expressions with his tutor in front of a mirror
  • A disabled child and his tutor are depicted in this image



Out-Of-School Children Initiative

UNICEF in collaboration with UNESCO UIS successfully launched the OOSCI Global Report ‘Fixing the Broken Promise of Education For All’ at the Education World Forum in London on Tuesday 20 January, 2015.  The report can be downloaded from the new OOSCI website http://allinschool.org/ which also went live on Tuesday and contains a range of other OOSCI resources.  

The full report can be found at http://allinschool.org/wp-content/uploads/2015/01/Fixing-the-Broken-Prom...

The Executive Summary can be found at Fixing the Broken Promise of Education For All Executive Summary: http://allinschool.org/wp-content/uploads/2015/01/OOSC-EXECUTIVE-Summary...



Universal Education was first operationalized at the World Declaration on Education for All in 1990 and soon followed by the World Conference on Special Needs Education (Salamanca, 1994) where Inclusive Education was first mentioned. The concept of “institutions which include everybody, celebrate differences, support learning, and respond to individual needs” (UNESCO, 1994), was further reinforced at the World Education Forum in Dakar in 2000, as the framework for achieving Education for All.

Inclusive Education as defined in the Salamanca Statement promotes the need for nation-states to create schools for ALL children, a notion is central to UNICEF’s commitment to including all children in quality learning.

UNICEF defines quality education as the processes and services that allow every school to work for every child, and enable children to achieve their full potential. Inclusive Education is the means by which UNICEF addresses both access and quality, by responding to the needs of all children and youth through increased participation and reduction of exclusion, and the “conviction that it is the responsibility of the regular system to educate all children” (UNESCO, 2009).

Inclusive Education is responsive to student-needs and relevant to their life. Therefore, Inclusive Education is not about teaching the students that can cope with un-responsive educational system. Inclusive Education is the means by which teaching methods, curriculum, staff and pedagogy support and are adapted to the learning of ALL students, including those students who traditional systems have not been able to reach.