I am Asad Arslan Asif, a student of literature, from Riphah International University. Lines ahead put light on Productive Diversity and Inclusive Education.

Productive Diversity:

According to Kalantzis and Cope (2016: 323) productive diversity may be described as a more inclusive alternative to traditional didactics.

Race, gender, ethnicity, sexual orientation, age, and religious beliefs are all included in diversity. The emphasis on diversity has shifted throughout time from promoting intercultural tolerance to creating fresh perspectives on diversity and inclusion, such as boosting the learning process for humans, giving rise to the concept of "unity in difference." The mantra for educators in the twenty-first century is "unity in diversity" in the field of education. This is achieved through utilising technology to link students with the outside world in terms of knowledge and cultures, creating a multicultural and diverse learning environment. Exploring diversity improves the educational process. According to studies, encouraging diversity in the classroom has a significant impact on students' general performance. Students also do better and work harder in multicultural settings.

Additionally, when the school curriculum takes into account the kids and their diverse experiences, they are better able to learn a subject since they can approach it from a variety of angles. Diversity in the classroom fosters creativity in how students perceive and apply their knowledge and facts. Collaborative learning is facilitated by group activities with a varied range of participants. Diverse learning environments promote tolerance and a stronger sense of community among classmates. Additionally, it promotes intercultural sensitivity in kids by teaching them to respect different languages and cultures.

Inclusive Education:

Different definitions of inclusive education exist. The Committee on the Rights of Persons with Disabilities (UN 2016) defines inclusive education as a fundamental right to education, a principle that values students' well-being, dignity, autonomy, and contribution to society, as well as a continuous process to remove educational barriers and promote reform in the culture, policy, and practise in schools to include all students.

Most significantly, inclusive education entails that children with disabilities and other disadvantages spend the most of the school day learning alongside their peers in a mainstream classroom. The foundation of inclusive education is the belief that every child has a right to attend school in the same location (UNESCO, 2016). The best method to ensure that every kid has an equal opportunity to attend school, study, and acquire the skills they need to succeed is through inclusive education. It enables students from different backgrounds to learn and develop together, to everyone's advantage. It encourages children—with or without impairments or other disadvantages like speakers of minority languages—to have meaningful learning opportunities.

Systems of education that embrace diversity and inclusion encourage groups of people from different origins to coexist and grow together for the good of all. But for inclusive methods to be implemented, society as a whole must adapt. At the school level, teachers must obtain training, facilities must be renovated, and pupils must have educational materials that are accessible. Stigma and discrimination must be addressed at the community level, and people must be informed about the advantages of inclusive education. Governments must enact laws and policies at the federal level to guarantee that all students have equal and equitable access to school buildings equipped with the necessary amenities.

Inclusive Education Strategy:

Both systemic and educational institution changes are necessary for an inclusive education plan. Positive benefits on student success and the social wellbeing of all learners have been linked to inclusive education. Children with varied characteristics, such as race, language, gender, and socioeconomic level, will benefit from an inclusive practise that is successful. According to UNESCO, inclusive education is a continual process of educational change and a clear set of equity indicators that can support its implementation. Measures of educational outcomes, experiences, and quality should all be a part of a successful inclusive education approach. In this kind of system, it is crucial to comprehend and assess educational methods.

The implementation of the inclusive education strategy will involve classroom and school-level activities such school reviews and plans, training and assisting all teachers in inclusive practises, and assisting school administration in developing an inclusive vision for their institutions. Implementation at the national level will necessitate policies that encourage and support inclusive education, robust data administration and gathering systems, flexible curricula, and coordination with external elements like the labour market.

Media Resources Links:

https://newlearningonline.com/new-learning/chapter-3/productive-diversity-towards-new-learning

https://www.oecd.org/education/strength-through-diversity/Design-and-Implementation-Plan.pdf

https://www.ilo.org/global/about-the-ilo/newsroom/news/WCMS_841085/lang--en/index.htm

https://www.inc.com/ryan-jenkins/the-underestimated-productivity-factor-of-diversity-inclusion.html

https://news.usc.edu/23721/Inclusion-Is-Key-to-Productive-Workforce/

https://youtu.be/gSZREfPW0dE

https://youtu.be/uq051BD6xG8