Many factors go into the design of a truly inclusive education system. Some determine the way in which education systems are put in place, such as laws and policies, or governance and funding mechanisms. Others operate within the walls of the school. Teachers play a central role in welcoming and teaching all students, regardless of their background, ability and identity. They need specific skills to adapt teaching to learners’ diverse needs – a skill that is acutely needed during school shutdowns – but they need support and training to know how.
This World Teachers’ Day, a new policy paper by the GEM Report and the International Task Force on Teachers for Education 2030 (TTF), “Inclusive teaching: Preparing all teachers to teach all students” looks at teacher training programmes, touching upon issues of planning, implementation, monitoring and evaluation, and the support mechanisms in place to help teachers foster inclusion. The examples are mainly extracted from the GEM Report’s new Profiles Enhancing Education Reviews (PEER) website, which contains comparable country profiles of laws and policies on key issues to facilitate peer dialogue within and between countries and regions………………………………………………………………………..
The Flexible Learning Strategies for Out of School Children programme is a UNESCO initiative with the aim of supporting inclusive and quality education for every child in the region. Our goal is to reach the remaining and most vulnerable 5% of children with no access to education in the region and support quality improvements in learning for every child.
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