Transnational Study on Inclusion in Education Institutions in Africa: The Preparedness of Educators
Current trends in education focus on the importance of inclusive practices characterized by valuing all individuals, having tolerance for differences, and enabling the full participation of all learners including addressing a sense of belonging for all. The transnational study of five African countries sets out to investigate the preparedness of educational institutions for engagement in inclusive education. The countries involved were Cameroon, Cote d’Ivoire, Kenya, Nigeria and Togo.
The objectives of the study were the following:
- Examine policy, identify gaps and make suggestions for amelioration
- Find out the nature of inclusive practices in the institutions being studied
- Identify the existence of inclusive values and competences used by practicing teachers and university lecturers
For a summary of the findings, please see the final report.
Following the trans-national study, which investigated the preparedness for inclusive education of educational institutions in Cameroon, Ivory Coast, Kenya, Nigeria and Togo, the UNESCO Chair at University of Buea (Cameroon) is preparing a follow up action plan with the country focal points engaged in the study as a way to respond to the study's recommendations. The aim is to reinforce capacity to conceptualize the status of inclusiveness in teacher education and inform reform policies.