This article provides an overview of the 2020 Global Education Monitoring Report, which looks at social, economic, and cultural mechanisms that discriminate against disadvantaged children, youth, and adults, keeping them out of education or marginalized in it. Countries are expanding their vision of inclusion in education to put diversity at the core of their systems. Yet, implementation of well-meaning policies often falters. Released at the start of the Decade of Action to 2030, and during the Covid-19 crisis, which has exacerbated underlying inequalities, the report argues that resistance to addressing every learner's needs is a real threat to achieving global education targets. Inclusion and Education: All Means All identifies practices in governance and finance; curricula, textbooks, and assessments; teacher education; school infrastructure; and relations with students, parents, and communities that can unlock the process to inclusion. It provides policy recommendations to make learner diversity a strength to be celebrated, a force for social cohesion.

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This research, was based on a conceptual framework focusing on three main concepts: 1) shared leadership (encompassing the physical, human, and social dimensions) (Spillane et al., 2001a; 2001b); 2) instructional leadership; and 3) the professional learning community (PLC). Individual interviews were conducted with principals (P), vice principals (V-P), teachers (T) and education consultants (EC) from schools in two Canadian provinces (Québec and New Brunswick) (N = 39) to learn more regarding their practices within their respective PLCs in which they were either members or moderators. Thematic analyzes identified three major themes and sub-themes associated with each of them. Ensure 1) the physical capital 2) the human capital and 3) the social capital. Limitations and avenues for further research are discussed.

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