Summary Report: 2013/4 EFA Global Monitoring Report, Teaching and learning: Achieving quality for all.

Full report

68th Session of the UN General Assembly: Key events and trends in Disability and Development

Making Education a Priority in the Post-2015 Development Agenda

Report of the Global Thematic Consultation on Education in the Post-2015 Development Agenda

10 September 2013 – A new report has been launched by the Global Thematic Consultation on Education in the Post-2015 Development Agenda co-led by UNICEF and UNESCO, with support from the Governments of Canada, Germany and Senegal and the William and Flora Hewlett Foundation.


“See Me, Hear Me, Accept Me” – Building Knowledge from Voice -World We Want ‘People’s Voices’ Series

The second World We Want ‘People’s Voices’ Series took place on August 19 and addressed the topic of persons with disabilities and the post-2015 agenda. Building off the inaugural ‘People’s Voices’ event, which challenged and offered a true definition of voice and participation in a setting such as post-2015, similar base themes about perception, social inclusion and participation were again the main focus.

... DAISY (Digital Accessible Information System) is a technical standard for digital audio books, periodicals and computerized text. DAISY is designed to be a complete audio substitute for print material and is specifically designed for use by people with "print disabilities," including blindness, impaired vision, and dyslexia. Based on MP3 and XML, the format has advanced features in addition to those of a traditional audio book. Users can search, place bookmarks, precisely navigate line by line, and regulate the speaking speed without distortion.

While the Millennium Development Goals (MDGs) represent a concerted effort to address global poverty, there is a striking gap in the current MDGs and their inclusion of persons with disabilities. The estimated 1 billion people worldwide who live with disabilities are still excluded from equitable access to resources such as education, employment, healthcare and social and legal support systems. As a result persons with disabilities experience disproportionately high rates of poverty.

In general, initial progress towards inclusive education is rapid but then slows down until a core group of disabled and special education needs children in special schools remains. It has proven to be difficult to completely eliminate enrolment in special schools. However, the number of children in the region who are registered as having a disability and are reportedly receiving education services in special schools is rather small by comparison to totals. Out of the total 1.5 million children who are registered with a disability only 219,000 (14.5 per cent) attend special schools.

Children with disabilities and special education needs are often excluded from mainstream education and segregated into special schools and classes, residential institutions or remain in their homes. Even worse, many children with disabilities are not enrolled in any education programmes. In this regard, progress across the CEE/CIS region has been uneven. In poorer CEECIS countries the proportion of children enrolled in basic special education declined during the 1990s.