The introduction of the GEQAF underscores educational achievement (quality) rather than just attainment (participation) as a determinant of the holistic development impact of education (See: educational attainment and competencies). It also underscores the reality that, in a nutshell, inequity of education quality and of effective learning amounts to unequal development. Equitable and inclusive education quality and learning effectiveness are therefore increasingly recognized as essential for creating and sustaining inclusive and equitable societies. In line with international human rights treaties, guaranteeing all the right to education is not enough.
What is required is for all to be guaranteed the right to quality education and effective learning opportunities. Yet globally, a range of factors continue to deny millions of children, youth and adults the right to quality education and effective learning (See: forms of exclusion). As an entry point to education, general education bears the most formidable social equity imperative than all other levels of education and training. It is not only a gateway to education and training itself, but is also a gateway to inclusive and sustainable development. Identifying and redressing factors of inequity and exclusion in general education is therefore critical.
This Analytical Tool aims at supporting Member States to diagnose, analyze and identify critical factors of inequalities and exclusion in their general education systems and on the basis of the analysis, to design remedial interventions at all levels of the system. The paramount question that the analytical Tool addresses is: How well does our general education system assure all learners equity and inclusion in quality education and effective learning?
