Access and Inclusivity in Education: Addressing the barriers for the most disadvantaged and marginalised in times of pandemics

Over the past 30 years, national governments have acknowledged that educational opportunities are limited for a significant proportion of the world’s population. This situation is recognised in international agreements and national policies adopted by Commonwealth and other countries, including the World Conference on Education for All: Meeting Basic Learning Needs (UNESCO 1990), the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO 1994), The Dakar Framework for Action, Education for All: Meeting our Collective Commitments (UNESCO 2000), and the Incheon Declaration and Framework for Action for the Implementation of Sustainable Development Goal 4 (UNESCO 2016). The adoption in 2015 of the 2030 Agenda for Sustainable Development (Sustainable Development Goals [SDGs]) (UN General Assembly 2015) emphasised the inter-relationship between factors, including poverty, poor healthcare facilities, inadequate education, and environmental degradation and conflict, which have led to disadvantage and marginalisation for individuals and communities. The current pandemic is placing an economic burden on governments that may negatively impact their ability to maintain progress towards attaining the SDGs. This is a situation that will need to be carefully monitored by organisations concerned about education and the rights of children and young people. This chapter considers the impact of the pandemic upon educational opportunities for children from marginalised groups in Commonwealth nations and describe some of the initiative being taken to support families.