ABSTRACT
The promotion of inclusive education has been of high priority for years and many countries have been devoted to the shared goal of providing inclusive education practice. Progress for inclusion, however, varies. For example, in 2006 some 75 million children were not in school, 55 per cent of them girls and slightly less than two-thirds of the relevant school-age population worldwide were enrolled in secondary schooling. In wealthy countries over a third of children complete university compared with much of sub-Saharan Africa where a smaller proportion completes primary education and just 5 per cent attend university-level education (UNESCO, 2008). Hence, the global goals might be the same, but the local paths to reach education for all and especially for inclusive education are diverse.
