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It explains the purpose of universal screening, outlines key implementation and post-screening steps, and highlights challenges that can affect effective adoption. 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By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository ([http://www.unesco.org/open-access/terms-use-ccbysa-en](http://www.unesco.org/open-access/terms-use-ccbysa-en)).  \nThe designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries.  \nThe ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization.  \nThe publication can be cited as:  \nUNESCO MGIEP, 2022. Guideline for Implementing Universal Screening to Support All Learners. New Delhi: UNESCO MGIEP.  \nDOI: [https://doi.org/10.56383/IAHF6237](https://doi.org/10.56383/IAHF6237)  \nDesign adaptation: Aspire Design, New Delhi  \nExcerpt From  \nGuideline for Implementing Universal Screening to Support All Learners  \nUNESCO  \nThis material may be protected by copyright.  \nACKNOWLEDGEMENTS  \nThis guideline document was prepared by the RD3 Inclusive Education Policy Programme of UNESCO MGIEP, headed by Dr Nandini Chatterjee Singh. It was written by a core drafting group of Dr Anya Chakraborty and Dr Nandini Chatterjee Singh of UNESCO MGIEP.  \nThe members of the Review Committee provided critical insightson the report. Our sincere thanks to the expertise of Dr Anantha Duraiappah, Director, UNESCO MGIEP, Dr Lisa Flook of Learning Policy Institute, Dr Michael Hart (Child Psychologist) and Dr Rebecca Merkley (Carleton University) .  \nWe would also like to acknowledge the role of our colleague Mayank Sharma in greatly improving the draft with his comments and revisions and extend our thanks to him.  \n2  \nCONTENTS  \n10  \n2. What is universal screening?  \n28  \n4. Post-screening steps  \n3. Universal screening: implementation steps  \n16  \n40  \n6. Conclusion  \n1. Introduction: transforming education and learning recovery for SDG 4?  \n04  \n5. Challenges  \n38  \nAppendix  \n42  \n01  \nINTRODUCTION  \nTRANSFORMING EDUCATION AND LEARNING RECOVERY FOR SDG 4?  \nUniversal quality education is a fundamental human right (UN, 1948), and is essential to ensure freedom and well-being for all humanity (Sen, 1999, p. 296). While there are common competencies that all people should be motivated to develop,  human beings are unique, and therefore their needs and paths towards these competencies are distinct.   \nThus, as indicated in Article 26 of the Universal Declaration of Human Rights (U.N. General Assembly, 1948), education’s promise to fully develop the personalities of all individuals can only be achieved when the individual learner’s needs are acknowledged and addressed. Sustainable Development Goal 4 (SDG 4) aims to deliver quality education throughout life, ensuring no one is left behind.  \nHowever, education is at a precarious crossroads, threatening the achievement of SDG 4. Learning poverty—the inability to read and understand a simple text by the age often—is abysmally high (Azevedo et al., 2021). Prior to the onset of the COVID-19 pandemic, learning poverty was at 53 per cent in low-and middle-income countries (LMICs) and as high as 80 per cent in low-income countries (Azevedo et al., 2021). In 2020, the pandemic led to school closuresand huge losses in learning. As a result, lear","cbCaioZpnyIE9uC6","https://ap.wps.com/l/cbCaioZpnyIE9uC6","pdf",25462308,56,"English","# Introduction: transforming education and learning recovery for SDG 4?\n## Universal screening: implementation steps\n## What is universal screening?\n## Post-screening steps\n## Challenges\n## Conclusion\n# Appendix","[{\"question\":\"Who prepared and published the guideline?\",\"answer\":\"The guideline was prepared by UNESCO MGIEP’s RD3 Inclusive Education Policy Programme and published in 2022 by UNESCO MGIEP. The acknowledgements list a core drafting group and a review committee contributing expert insight.\"}]","Guideline for Implementing Universal Screening to Support All Learners - 2022 guidance | PDF",141]