Displaying items by tag: Inclusive Education Symposium
The 2nd Biennal Inclusive Education Symposium, co-organized by the University of Buea (Cameroon) and the Teacher Task Force, has kicked off on the 7th of April 2015. This year, the Symposium sets the main theme as, "Perspectives of Inclusive Education in West and Central Africa with a multidisciplinary Focus: Including the Excluded". Click bellow to download the complete programme in the PDF format.


The 2nd Biennal Inclusive Education Symposium, organised by the University of Buea in Collaboration with the Teacher Task Force, is coming up very soon.
  • VENUE: University of Buea, Cameroon 
  • DATE: 6th - 10th April 2015


The University of Buea and the International Task Force on Teachers for EFA conducted a Transnational Study on Inclusive Education in Institutions in Africa (Cameroon, Ivory Coast, Kenya, Nigeria and Togo) in 2012-2013. The results showed the strong need for empowering policy-makers, teacher educators and teachers to be prepared to address the learning needs of all. Knowledge sharing is another essential way of achieving this goal. 


"Perspectives of inclusive education in West and Central Africa with a multidisciplinary focus"

In the symposium, invited international experts will treat diverse perspectives necessitating practices that are oriented through different disciplines and ensure that the critical concerns related to equity, equality and quality to be well approached. Administrative, Legal and Policy Issues; Knowledge, Theory and Practice; and, Intervention and Rehabilitation Strategies; will be treated through studying country cases to lead implications for Teacher Education and Research.


It targets policy makers of education ministries, educational administrators, teachers, university professors, lecturers, researchers practising teachers and teacher educators to open a new line of dialogue and debate on the management of inclusive education practices in the African continent in an era when school education has a vital role to address issues of human rights and social justice.


University of Buea: Mrs Therese Tchombe This email address is being protected from spambots. You need JavaScript enabled to view it.
International Task Force on Teachers for EFA: Ms Aminatou Diagne This email address is being protected from spambots. You need JavaScript enabled to view it.

Download Press Relase here. 


Even today, 57.2 million children of primary school age worldwide are not enrolled in school. This worrisome situation shows that no education system in the world today can afford to ignore inclusive education. Taking this into account, UNESCO, France Foundation and the National Minister of Education organized the International Symposium "Inclusive Education: towards innovative training".

The Task Force was represented by Carolina Belalcazar who approached the subject from the teacher's perspective linked to EFA goals: "Teachers' quantity and quality: finding the right balance for inclusive education as Education for All". She highlighted the importance of Teachers in the work of the International Task Force, in particular to achieve the EFA goal no. 2 – Universal Primary Education by 2015.

In the context of EFA goals, she stated that the work of the Task Force presupposes inclusive education when we know that access to education – a human right - is not equal for all, and that also educational outcomes and the sub-sequent future opportunities that can unfold from these are not equal for all children. She also pointed out the key role that teachers can play, in this regard, if the appropriate number of teachers are working in good conditions in the places where they are needed the most (acute teacher shortage), if the teaching force/profession is diverse reflecting the changing heterogeneity of our societies, and when the numbers go hand-in-hand with inclusive quality teaching and training.

She identified the following points as important in relation to teachers and inclusive education:
  • Further work is needed in finding a common understanding of the concept and practice of inclusive education.

  • The quality of pre-service and in-service teacher education must be improved: with a range of pedagogical strategies that enable teachers to engage with diverse educational settings and groups; preparing teachers to design individual action plans according to different children's learning styles.

  • Teachers' practice should be based on a paradigm shift moving teachers attention away from students' "defects'' to supporting each child's development within diversity.

  • With a flexible curriculum at hand, teachers would be more at ease in understanding that, despite their differences, all children have the capacity to develop their full learning potential.

  • Training should not only involve teachers but support/training of educational staff; awareness of inclusive education needs to be raised within the school community and beyond.

  • Teachers' motivation needs to be enhanced: teachers must become active participants in guiding and organizing their students' learning process.

  • Collaboration between regular education teachers and special education teachers/schools should be increased moving away from the expectation that one teacher can provide all the services required.

  • Reducing the workload of teachers could be a means to improve the quality of education.

  • All participants in the workshops noted that schools should more actively recruit teachers and administrators with a variety of socio-economic and cultural backgrounds.

Teacher Task Force

7, place de Fontenoy
75732 - Paris - France

Phone:  +33 (0) 1 45 68 05 43
Fax:  +33 (0) 1 45 68 56 26
Mail: This email address is being protected from spambots. You need JavaScript enabled to view it.


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