To fully address education-system factors relating to discrimination and the underachievement of vulnerable groups, policy must focus on equity and the importance of fairness in educational opportunities.

There is a need to improve the level of resources in education and focus on teaching quality to ‘de-couple’ attainment from learners’ cultural and socio-economic background, migration status and gender, among other things, and prevent school drop-out and youth unemployment. 
Policy should clearly communicate that it is possible to develop education systems that are both high quality and equitable.

Collaborative work within ministries of education, and with other ministries, institutions and authorities, is a prerequisite to ensure coherent policies for inclusive education.

A collaborative approach helps to identify existing policies that unintentionally contribute to exclusion and work against the goal of inclusive education. 

Sustainable development towards inclusive education requires a combination of three policy approaches – prevention, intervention and compensation.

The goal of inclusive education systems is supported by policy actions designed to prevent different forms of educational exclusion before they happen, rather than compensate with specific actions when prevention and intervention provisions are not enough to ensure that learners’ needs in inclusive settings are met.

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