Planning for inclusion: How education budgets and plans target the most marginalized
Every child should be able to access and complete an inclusive, quality pre-primary, primary and secondary education. It is unacceptable that certain groups of children are prevented from doing so due to their gender, nationality, ethnic or social origin, religion or political preference, age or disability. This report summarises findings from a review of available budget and planning documents from 12 low-income countries. The review assesses the extent to which education systems plan to address the needs of and barriers facing groups typically excluded from education, identifying explicit commitments to inclusion in education through planned actions and budget allocations. The report concludes that the education sector must prioritise support for the most vulnerable and excluded children to access and learn in school. It recommends that education funding should be prioritised for those who face the greatest barriers to accessing their right to education to ensure equitable learning outcomes and that no child is left behind.