Description

Although teaching and management of diversity are taken into account in almost all
the countries participating in the survey, the "enhanced value" of diversity, which
implies the creation of conditions for inclusive participation favorable to equal
opportunities for all, is not unanimously approved. This report underlines that
teacher education institutions play an important role, in collaboration with policy
makers, in drafting study programmes, but also in defining national policies concerning
teacher education. Such is not always the case for the relevant qualification
requirements for teachers, the evaluation of associated skills or the recognition of
experience gained in the field of sociocultural diversity.

This report is the result of a survey on the initial training of teachers in sociocultural
diversity in Europe, carried out in 16 countries within the framework of the
project "Policies and practices for teaching sociocultural diversity" launched by the
Steering Committee for Education of the Council of Europe in 2006. An analysis of
replies from practitioners completes the results of the survey.

The recommendations contained in this report will serve as a basis for carrying out
the second phase of the project on the definition of a framework of teachers competences
relating to the enhanced value of diversity.