Lifelong learning
Since 1989, the region has been trying to overcome this heavy legacy and shift towards a rights-based approach to education, often with the support of international organizations. Laws and policies have embraced a broader concept of inclusion. Teacher education and professional development programmes are being revised or restructured. Yet progress is uneven. Many changes are happening on paper, while deep-held beliefs and actual practices remain little altered.
Teacher professional learning for inclusion covers the education of teachers working in schools (i.e. initial teacher education, induction, continuing professional development), leadership for inclusive education and the professional development of teacher educators working in tertiary education. This entails preparing all teachers in all teaching roles for inclusive education.
More specifically, TPL4I aims to review what policy documents and research literature say about the following questions: