Europe & North America

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.

The policy framework aims to be applicable to all countries’ contexts. It is open-source, so users can adapt it to their respective contexts. Users may use the policy framework to:

• contribute to and offer a basis for developing new policies aimed at leadership practice;
• support the review and further development of existing policies and policy frameworks;
• spark self-reflection.

The compendium is structured around the  following four subthemes and the  overarching  questions  of  how  education  systems  can  integrate  AI  to  support  the  learning  and  well-being  of   diverse   populations   and   how   this   integration   can   lead   to   better   social   outcomes,   inclusive   and   equitable   q

The publication looks at the past, present and future since Salamanca to guide the further development of inclusive national policies and practices. It explains the way that confusion regarding what is meant by key terms such as inclusion and equity has often made progress difficult. It also shows how more recent international policy documents have helped to bring greater clarity to discussions of these concepts. The publication addresses the following questions: