Explorers succeed because they prepare. They know their destination, choose the right path, and pack the gear that helps them Leadership in education determines whether inclusion is lived practice or simply a policy statement. The 2024/5 Global Education Monitoring (GEM) Report makes “leadership in education: lead for learning” its central theme. (UNESCO GEM Report)
What the GEM Report reveals
Education systems worldwide are at a turning point. It’s no longer enough to talk about inclusion. It must be embedded as a core leadership responsibility. The 2025 GEMR places “leadership for inclusion” at the centre of its findings, showing that strong leadership sets the tone for equitable policies, practices, and outcomes.
- Many systems have formal policies, but leadership practices lag behind. Too often, leaders are assessed on their attitudes toward inclusion rather than their concrete actions.
- Inclusive leadership is referenced in national standards but rarely enforced, leaving policies disconnected from classroom realities.
- UNESCO is reshaping monitoring cycles (2026–2029) to embed equity, access, and inclusion throughout its evaluation frameworks, signalling that accountability will become sharper and more consistent.
Australia and the path forward
Australia has some positive signals. In Victoria, efforts include establishing specialist and inclusion schools to better support diversity. Victoria’s disability inclusion programs have helped more than 500 teachers gain postgraduate credentials in inclusive education (per Victorian education sources).
These efforts point to what’s possible when leadership aligns with policy, resourcing, and capacity building. But gaps remain: too many leaders lack training, support, or the incentive to act on inclusion consistently.
At Brio Group, we see leadership as the catalyst for accessible education. When leaders commit to inclusion, they create the conditions for accessible communication, learning resources, and equitable practices to thrive.
Our work in accessible design supports this shift by equipping education systems with tools and strategies that turn intent into action. We align with the GEM Report’s call for accountability by helping organisations move beyond policy statements toward measurable impact.