TEACHER EDUCATION FOR INCLUSION: FIVE COUNTRIES ACROSS THREE CONTINENTS

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dc.contributor.authorJ u m a, S a i d
dc.date.accessioned2020-08-19T06:33:38Z
dc.date.available2020-08-19T06:33:38Z
dc.date.issued2020
dc.descriptionThis paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2020 GEM Report, Inclusion and education. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the Global Education Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the 2020 Global Education Monitoring Report, Inclusion and educationen_US
dc.description.abstractThe UNCRPD urges UN member states to ensure provision for teachers’ pre- and in-service education to facilitate the transition to an inclusive education system. Teachers also need ongoing support for implementing pedagogies for inclusive education, including diversification of methods, redefinition of teacher-student relationships and co-development of curriculum (UNESCO, 2013). Most governments have paid attention to the importance of teacher education in their quality improvement efforts and many have integrated courses on inclusive education or special needs education in the regular teacher education curriculum or developed collaborative practices for special needs education and regular teacher education. In this paper, we have analysed teacher education for inclusion in five countries: Argentina, Ethiopia, Ghana, Laos and Zanzibar. The countries were selected on the basis of our existing collaborations and specific issues that we have identified as important to share with the GEMR 2020 readers for their inspirationen_US
dc.description.sponsorshipUNESCOen_US
dc.identifier.urihttp://repository.suza.ac.tz:8080/xmlui/handle/123456789/152
dc.language.isoenen_US
dc.publisherUNESCOen_US
dc.relation.ispartofseriesGlobal Education Monitoring Report;ED/GEMR/MRT/2020/P1/25
dc.subjectInclusion and educationen_US
dc.titleTEACHER EDUCATION FOR INCLUSION: FIVE COUNTRIES ACROSS THREE CONTINENTSen_US
dc.title.alternativeInclusion and educationen_US
dc.typeWorking Paperen_US
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This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2020 GEM Report, Inclusion and education. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the Global Education Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the 2020 Global Education Monitoring Report, Inclusion and education
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