Deze was even op mijn stapel blijven liggen, maar een maand geleden publiceerde de OESO het rapport Equity and Inclusion in Education. Naast de vaststelling dat het moeilijk is om landen en onderwijssystemen op dit vlak te vergelijken omdat ze vaak verschillende invullingen gebruiken van deze concepten, pleit het rapport vooral voor een holisitische aanpak, waarbij wel ook deze aanbevelingen opvallen:

Supporting the learning and well-being of all students requires teachers to have strong theoretical knowledge of differentiated instruction and the skills to put this into practice. Without adequate learning opportunities throughout the teaching life-course, teachers often feel unprepared to address the diverse needs of students. That is why it is important to incorporate diversity, equity and inclusion within initial teacher education and continuous professional learning. Such training is also necessary for school leaders who can drive the effective implementation of practices for equity and inclusion and thereby influence student learning outcomes.

Furthermore, ensuring the diversity of school staff has increasingly been considered an important policy lever in advancing equity and inclusion in a context of increasing student diversity. This requires a holistic approach encompassing both strategies to attract diverse candidates into initial teacher education and initiatives to support and retain diverse teachers.

Onderstaande presentatie vat het rapport samen: