Ei-iE

At the Global Disability Summit (GDS), the Education International (EI) delegation reaffirmed that inclusive education is a fundamental human right and key to thriving communities. They championed a social model of disability—breaking down barriers, not people. In the framework of the EI Go Public! Fund Education campaign, they also called for increased investment to recruit and retain educators essential for achieving inclusive education for all.

The International Disability Alliance (IDA), the Government of Germany, and the Government of Jordan hosted the third Global Disability Summit (GDS) from April 2nd-3rd in Berlin – gathering more than 4,500 participants from 100 countries. The Summit resulted in 800 new commitments from governments, development actors, private sector, and civil society.

An inspiring experience for education unionists worldwide

Representatives of EI member organizations present at the GDS reflected on their experience and main takeaways from their participation.

For Alan Hackett of the NASUWT, The Teachers' Union, in the United Kingdom, “the Global Disability Summit in Berlin was a truly transformative experience in attitudes towards disability. We need to change what is wrong and what needs to change. There was reaffirmed strength through diversity. All nations must choose diversity pathways that promote equity and inclusion through advocacy training and change.”

Ana Simoes of the Portuguese Federação Nacional de Professores (FENPROF) explained that “the inclusion of people with disabilities is one of the biggest challenges of the 21st century. Teachers must receive inclusive training in all subjects, and the inclusion of people with disabilities must begin as early as possible. There must be more investment in human resources and infrastructure to ensure quality inclusion in schools. It is essential to work together, share responsibilities for the benefit of people with and without disabilities. We must join forces. The time for action is now. People with disabilities are here now and cannot wait for the future.”

“The Global Disability Summit in Berlin was a very vibrant event characterized by an atmosphere of friendliness and helpfulness. Here, you could experience what could be possible if responsible politicians were prepared to implement existing regulations and allocate the necessary resources. It became very clear that improvements are only possible if those affected and their supporters build networks at a regional, national and international levels to draw attention to the concerns of people with severe disabilities. It is therefore very important that we continue to be a strong voice for the teachers and pupils affected.” That’s how Birgit Kowolik of the German Verband Bildung und Erziehung (VBE) described her experience at the GDS.

VBE, a member organization of EI’s European region, the European Trade Union Committee for Education (ETUCE), supported a joint study visit of ETUCE and the European Federation of Education Employers (EFEE) to Solingen, Germany, on 5 September 2024. The video report from this joint study visit highlights key insights from discussions at Grundschule Böckerhof, an inclusive primary school, and a focus group with German education stakeholders. It addresses both the successes and challenges faced in achieving inclusive education.

The representative of the Federazione Lavoratori della Conoscenza - Confederazione Generale Italiana del Lavoro (FLC-CGIL) in Italy, Graziamaria Pistorino, said: “It was very important for FLC-CGIL to be here during the summit. The various reports and panels demonstrated that the world is experiencing a moment of great crisis and inequalities are becoming deeper for those who live with a disability, perhaps even more so, in conflict zones. In Italy, the positive legislation on inclusion that started in the 70s is under attack by the far right. We have listened to many very different experiences and yet, we know that together, we can still push for change. Education International’s coordination has been very important. Being here as FLC-CGIL has confirmed our desire to take on a common path and become stronger together.”

Mariko Takamatsu of the Japan Teachers’ Union (JTU) reported: “My first impression was a pleasant surprise at the number of people with disabilities serving as staff and volunteers worldwide. In the conference, the diversity of speakers and listeners was apparent. I felt the large space become united. The speakers frankly discussed the challenges in creating an inclusive society, acknowledging that even when laws are passed, it takes time to put them into practice. Challenges must be overcome, whether in developed countries or in the Global South. At the end of the speech, a woman powerfully emphasized ‘action, action,’ which deeply touched my heart. I feel we have hidden potential. Japan cannot yet be called an inclusive society, so we must work together with people at JTU to advance our efforts and realize a truly inclusive society.”

She also wrote a blog for Worlds of Education on “Empowering educators with disabilities: The Japan Teachers' Union's commitment to inclusive education.”

Mendy Welcome of the South African Democratic Teachers Union (SADTU) noted that “our impact and input were primarily influenced by the presentations shared, particularly from a global perspective on employees living with disabilities or facing barriers to accessing workstations and workplace environments. Our view is that we should strengthen infrastructure around working environments, ensuring support for the African continent in terms of infrastructure and funding, particularly for education. We are concerned about budget cuts happening in African countries due to political constraints. We also believe that the education landscape needs to be modified to better suit disability communities. We recommend steering a public education campaign that incorporates disability awareness as a mandatory component. We invite the EI’s Go Public! Fund Education campaign to address disability issues as part of their plans. We believe Education International must broaden its perspective to include disability as a global challenge.”

EI also organized a meeting on the sidelines of the Summit to discuss with affiliates the situation of teachers with disabilities in their respective countries and to coordinate collective actions in response to the authoritarian measures of the Trump administration in the US and other conservative governments against inclusive education and against people with disabilities and their families.

All acknowledged the urgent need for inclusive educational policies that address the diverse needs of all educators and learners, including those with disabilities. Additionally, the need to support unions in improving their policies and language around inclusivity, diversity, and equity was raised. They further agreed to advocate for increased funding for inclusive education and for teachers with disabilities as part of the Go Public! Fund Education campaign.

Top education union leaders’ statement

During its 70th meeting, the EI Executive Board (Board) reaffirmed the central role of inclusive education in building just and equitable societies.

In its Statement on the Global Disability Summit, it reiterates that “inclusive education is not only a fundamental human right but also an essential pillar for the development of prosperous communities and societies. We believe that this right is most effectively upheld through a social model of disability, which focuses on how societal barriers, rather than individual impairments, prevent full participation.”

The Board also reminded that the EI 10th World Congress adopted the resolution “A new approach to disability” which emphasizes “the urgent need for inclusive educational policies that address the diverse needs of all educators and learners, including those with disabilities. Globally, education unions play a key role in removing barriers, not only through organizing educators – including those with disabilities – but also promoting inclusive policies that are both relevant and effective. This is crucial in a time of a global teacher shortage and funding cuts that worsen the provision of inclusive education and programs that support children with disabilities and their families.”

In line with EI's Go Public! Fund Education campaign, the Board also called for increased investment in education, education support personnel and the teaching profession to recruit and retain teachers essential for achieving inclusive education for all.

Global Disability Summit’s outcomes: Commitments for inclusion

The third GDS concluded with tangible commitments to advance disability inclusion. Persons with disabilities, who make up 15 per cent of the global population – approximately 1.3 billion people – are often left out of development projects. In response to this gap and the backdrop of shrinking aid for inclusion, the Summit introduced a new goal: ensuring that at least 15 per cent of development projects at the country level be specifically designed to promote disability inclusion. Currently, only six per cent of development projects directly contribute to this goal.

This target is captured in the Amman-Berlin Declaration. Prior to the Summit, the Declaration was shared with a broad circle of countries and institutions with the aim to encourage their endorsement of the Declaration. This has resulted in more than 90 endorsements by governments and international organizations already during the time of the summit. Endorsement is still possible beyond the event.

German Development Minister Svenja Schulze noted that development policy can only succeed when all stakeholders collaborate, highlighting that the Amman-Berlin Declaration is a global commitment, not just a promise from donor countries. She emphasized that “true inclusion benefits not only the 15 per cent of people with disabilities, but society as a whole.”

The Global Disability Inclusion Report: Accelerating Disability Inclusion in a Changing and Diverse World was also developed specifically for the 2025 GDS. It provides an overview of how the profound changes shaping our world impact on a diversity of people with disabilities and pathways to address these changes and drive inclusion across all aspects of life. It is the result of a collaborative effort of several UN agencies, the International Disability Alliance and the International Disability and Development Consortium and their members, and academia.