Our ultimate vision for inclusive education systems is to ensure that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers.

Early school leaving is a complex, dynamic and multifaceted phenomenon, resulting from a combination of personal, social, economic, educational and family-related factors, very often linked to socio-economic disadvantage. It is rarely a sudden decision, and usually the visible result of a long process of underachievement and progressive disengagement from education.

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“Now that my ladder’s gone, I must lie down where all the ladders start In the foul rag and bone shop of the heart” William Butler Yeats

A dilemma for inclusive education is one of quantity vs. quality. Is it more important to improve the quality of education for those students currently in school or to use resources to expand the number benefitting from education? From a human-rights perspective, there is no question that continuing to exclude some children from education, or from the regular education system, is discrimination and needs immediate rectification.

I often use a story to illustrate this last point.

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“All human beings are born free and equal in dignity and rights.”

Child rights and human rights explained

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UNICEF is created by resolution 57(I) of the United Nations General Assembly on 11 December 1946 to provide supplies and assistance to children after World War II. Originally known as the United Nations International Children’s Emergency Fund, UNICEF starts as a temporary relief fund of the United Nations. As such, it is entitled to use the UN logo.



Members of ICON Greece visited Riace global village, where about 3.000 refugees reside in an almost abandoned village. ICON Greece was invited by NGO Darsana Terranga which has affiliates with local authorities and residents. The visit in Riace and the working meetings with partners were the most interesting and challenging projects ICON Greece implemeted.

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