The importance of education to human being and society cannot be overemphasized. Education creates sustainable societies by sustainably improving environmental, social and economic factors such as agricultural productivity, environmental protection, reduction in population growth rates, generally raising standard of living etc. Hence, the Sustainable Development Goal 4 (SDG 4) entreats countries across the globe to promote equitable access to inclusive, quality and lifelong educational opportunities for all at all levels by 2030 (UN General Assembly, 2015). There is general agreement that inclusive education is key to a nation's ability to develop and achieve all the sustainable development. Inclusive education is an ongoing process that seeks fundamental transformation of schools cultures, policies and practices such as curricula, assessment, pedagogy and attitudes to ensure equitable, participatory and age-appropriate educational experience that meet the needs of all students (UNCRPD, 2016).
Therefore, the SDG 4 is in line with the global advocacy towards equitable access to education for all children, youth and adults regardless of their differing characteristics, interests, abilities and learning needs as enshrined in the Salamanca Statement (UNESCO 1994), Dakar Framework for Action (UNESCO, 2000) and reiterated in the United Nation Convention on the Rights of Persons with Disabilities (UNCRPD 2006). Consequently, many countries in Sub-Saharan Africa have declared inclusive education as a goal and are taking steps to make it a reality. However, without appropriate skills, knowledge, positive attitudes and pedagogical capacities, mainstream teachers will be unable to teach and meet the diverse learning needs of learners in inclusive settings. Therefore, teacher education is a significant factor that can positively influence the implementation of inclusive education in African countries.
The main goal of this Research Topic is to collect the most updated and scientifically high-level research related to challenges and problems associated with the current state of the implementation of inclusive education in Sub-Saharan African countries. More importantly, the current state of teacher education for inclusive education and possible innovative reforms in teacher education to promote the implementation of inclusive education in Sub-Saharan Africa. We hope that these Research Topics will give us a better picture of the current state of teacher education and other professional development opportunities for pre-service and in-service teachers and how these are innovatively transforming and improving teacher preparation for inclusive education in Sub-Saharan African countries.
Themes of interest to the Research Topic include (but are not limited to) the following:
1. Initial teacher preparation for inclusive education
2. Factors influencing teaching or implementation of inclusive education (.e.g. teacher self-efficacy, attitude, social norms, intention and inclusive behaviour)
3. School-Based learning or teaching practice and actual teaching behaviour
4. Action research on inclusive education across all levels of education
5. Inclusive pedagogical practices in classrooms across all levels of education
6. Mentoring and supervision and professional development of teachers and teacher educators for inclusive education
7. Stakeholders’ perspectives on inclusive education policy and practice
8. Cross-cultural and sustainable implementation of inclusive education policy and practice.
The importance of education to human being and society cannot be overemphasized. Education creates sustainable societies by sustainably improving environmental, social and economic factors such as agricultural productivity, environmental protection, reduction in population growth rates, generally raising standard of living etc. Hence, the Sustainable Development Goal 4 (SDG 4) entreats countries across the globe to promote equitable access to inclusive, quality and lifelong educational opportunities for all at all levels by 2030 (UN General Assembly, 2015). There is general agreement that inclusive education is key to a nation's ability to develop and achieve all the sustainable development. Inclusive education is an ongoing process that seeks fundamental transformation of schools cultures, policies and practices such as curricula, assessment, pedagogy and attitudes to ensure equitable, participatory and age-appropriate educational experience that meet the needs of all students (UNCRPD, 2016).
Therefore, the SDG 4 is in line with the global advocacy towards equitable access to education for all children, youth and adults regardless of their differing characteristics, interests, abilities and learning needs as enshrined in the Salamanca Statement (UNESCO 1994), Dakar Framework for Action (UNESCO, 2000) and reiterated in the United Nation Convention on the Rights of Persons with Disabilities (UNCRPD 2006). Consequently, many countries in Sub-Saharan Africa have declared inclusive education as a goal and are taking steps to make it a reality. However, without appropriate skills, knowledge, positive attitudes and pedagogical capacities, mainstream teachers will be unable to teach and meet the diverse learning needs of learners in inclusive settings. Therefore, teacher education is a significant factor that can positively influence the implementation of inclusive education in African countries.
The main goal of this Research Topic is to collect the most updated and scientifically high-level research related to challenges and problems associated with the current state of the implementation of inclusive education in Sub-Saharan African countries. More importantly, the current state of teacher education for inclusive education and possible innovative reforms in teacher education to promote the implementation of inclusive education in Sub-Saharan Africa. We hope that these Research Topics will give us a better picture of the current state of teacher education and other professional development opportunities for pre-service and in-service teachers and how these are innovatively transforming and improving teacher preparation for inclusive education in Sub-Saharan African countries.
Themes of interest to the Research Topic include (but are not limited to) the following:
1. Initial teacher preparation for inclusive education
2. Factors influencing teaching or implementation of inclusive education (.e.g. teacher self-efficacy, attitude, social norms, intention and inclusive behaviour)
3. School-Based learning or teaching practice and actual teaching behaviour
4. Action research on inclusive education across all levels of education
5. Inclusive pedagogical practices in classrooms across all levels of education
6. Mentoring and supervision and professional development of teachers and teacher educators for inclusive education
7. Stakeholders’ perspectives on inclusive education policy and practice
8. Cross-cultural and sustainable implementation of inclusive education policy and practice.