Educational Staff Professional Development

Inclusion in education in Central and Eastern Europe, the Caucasus and Central Asia

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.

Inclusive School Leadership: A practical guide to developing and reviewing policy frameworks

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.

Teacher Professional Learning for Inclusion: Policy self-review tool

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.

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