引领教育包容性发展：中欧、东欧、高加索和中亚地区

Central and Eastern Europe,theCaucasus and Central Asia Lead for inclusion Central and Eastern Europe,theCaucasus and Central AsiaLead for inclusion This publication is available in Open Access under the Attribution ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license (http://creativecommons.org/licenses/by-sa/3.0/igo/). By using the content of this publication, the users accept to be bound bythe terms of use of the UNESCO Open Access Repository (https://www.unesco.org/en/open-access/cc-sa). Images marked with an asterisk (*) do not fall under the "https://creativecommons.org/licenses/by-sa/3.0/igo/"CC-BY-SAlicense and may not be used or reproduced without the prior permission of the copyright holders. UNESCO is an Open Access publisher and all publications are made available online, free of charge through UNESCO’sdocumentary repository. Any commercialisation of its publications by UNESCO is for cost-recovery of nominal actual costsfor printing or copying content on paper or CDs, and distribution. There is no profit motive. The designations employed and the presentation of material throughout this publication do not imply the expression ofany opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of itsauthorities, or concerning the delimitation of its frontiers or boundaries. TheGlobal Education Monitoring Reportteam is responsible for the choice and the presentation of the facts containedin this book and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit theOrganization. Overall responsibility for the views and opinions expressed in the Report is taken by its Director. This publication can be referenced as: UNESCO. 2025.Central and Eastern Europe, the Caucasus and Central Asia:Leadforinclusion.UNESCO, Paris Photo credit: © UNESCO GEM Report / Rooftop Published in 2025 by the United Nations Educational,Scientific and Cultural Organization (UNESCO),7,placedeFontenoy, 75352 Paris 07 SP, France,and Network of Education Policy Centers (NEPC),Martičeva 72, 10000 Zagreb, Croatia. Graphic elements: © Canva Any errors or omissions found subsequent toprinting will be corrected in the online versionat: https://www.unesco.org/gem-report/en © UNESCO 2025 This report and all related materials are available fordownload here: https://bit.ly/2025eurasia Graphic design and layout by UNESCO ISBN: 978-92-3-100747-7 https://doi.org/10.54676/OHBP9303 The Education 2030 Incheon Declaration and Framework for Action specifies that the mandate of theGlobal EducationMonitoring Reportis 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 relevantpartners to account for their commitments as part of the overall SDG follow-up and review'. It is prepared by anindependent team hosted by UNESCO. TheGlobal Education Monitoring Reportteam is responsible for the choice and the presentation of the facts contained inthis book and for the opinions expressed therein, which are not necessarily those of UNESCO nor of its funders and do notcommit the Organization. Overall responsibility for the views and opinions expressed in the report is taken by its Director. TheGlobal Education Monitoring Reportis an independent annual publication. The GEM Report is funded by a group ofgovernments, multilateral agencies and private foundations and facilitated and supported by UNESCO. The Global Education Monitoring Report team Director:Manos Antoninis Daniel April, Marcela Barrios Rivera, Madeleine Barry, Yekaterina Baskakova, Catarina Cerqueira,AnnaCristinaD’Addio, Rafaela Maria Da Silva Santos, Dmitri Davydov, Francesca Endrizzi, StephenJacquesFlynn,Tuamanaia Foimapafisi, Pablo Fraser, Chiara Galasso, Lara Gil Benito, Baptiste Gorteau, PierreGouëdard,Priyadarshani Joshi, Maria-Rafaela Kaldi, Josephine Kiyenje, Jodi Klue, Camila Lima De Moraes,KateLinkins, KassianiLythrangomitis, Aurélia Mazoyer, Anissa Mechtar, Claudine Mukizwa, Yuki Murakami,JudithRandrianatoavina, Kate Redman, Maria Rojnov, Amina Sabour, Diana Sharafieva, Divya Sharma,LauraStipanovic, Aziah-Katiana Tan, Dorothy Wang and Elsa Weill. S H O R T S U M M A R Y Inclusive schools need inclusive school leaders Schools in Central and Eastern Europe, the Caucasus and Central Asia have made efforts to preventdiscrimination in admissions and teaching. Yet social tensions can challenge efforts to promote an inclusiveschool ethos, leading to students feeling isolated and excluded, and to more cases ofbullying and discrimination. School leaders who promote inclusive practices cansignificantly improve the sense of belonging for children from diverse backgrounds,including those with disabilities or those who do not speak the language ofinstruction at home, whether they belong to a minority ethnic group or haverecently immigrated.Less