Example of best practice: ETUCE Study on Embracing diversity in education: key elements of inclusive education and training needs of education personnel

Abstract

In 2021, European Trade Union Committee for Education (ETUCE) published a new study ‘Embracing diversity in education’ (prepared by Dominique Danau (SAGO Research)) which presents the research findings of the ETUCE project “Education Trade Unions and Inclusive Schools: Embracing Diversity in Education” implemented in 2019-2021 and co-funded by the European Commission. The research analyses national findings related to the impact of the changes in society and the labour market linked to the diversification of the population, globalisation, increased migration, technological progress and digitalisation, intensification of poverty and territorial disparities (as well as the most recent event – COVID-19 pandemic), on the education and teaching profession, and implementation of the inclusive education. It also identifies specific training needs and interests of education trade unions regarding the support for teachers, academics and other education personnel in working with a diverse student population and implementing inclusive education. The Research report based on the desk research and online survey among education trade unions in Europe provides a valuable overview of the implementation of inclusive education in the European region and key challenges and opportunities in that regard in various national contexts. The research reveals in particular, a multi-faceted nature of diversity in education and a variety of approaches and definitions of the concept of inclusive education among European countries (Factsheet ‘The many facets of diversity’). The particular value of the report is that it proposes a number of recommendations on the successful implementation of inclusive education for national and EU policy makers (Factsheet ‘Key elements and conditions for the implementation and maintenance of inclusive education’) and analyses the training and professional needs of teachers, academics, leaders in educational institutions, and other education personnel regarding the implementation of inclusive education (Factsheet ‘Training and professional development of teachers, academics, leaders in educational institutions and other education personnel’).