Poverty Practice, Bureau for Development Policy, UNDP Esplanada dos Ministérios, Bloco O, 7o andar 70052-900 Brasilia, DF Brazil The views expressed in this page are the authors’ and not necessarily those of the United Nations Development Programme or the Government of Brazil. E-mail: [email protected] URL: www.ipc-undp.org Telephone: +55 61 2105 5000 The International Policy Centre for Inclusiv...

In this paper we reflect on data from two research projects in which inclusive practice in schools is at issue, in the light of wider field experience (our own and others’) of school and teacher development. We question what we understand to be relatively common, implicit policy assumptions about how teachers develop, by examining the way in which teachers are portrayed and located in these pro...

Poverty Practice, Bureau for Development Policy, UNDP Esplanada dos Ministérios, Bloco O, 7o andar 70052-900 Brasilia, DF Brazil The views expressed in this page are the authors’ and not necessarily those of the United Nations Development Programme or the Government of Brazil. E-mail: [email protected] URL: www.ipc-undp.org Telephone: +55 61 2105 5000 The International Policy Centre for Inclusiv...

In this paper we reflect on data from two research projects in which inclusive practice in schools is at issue, in the light of wider field experience (our own and others’) of school and teacher development. We question what we understand to be relatively common, implicit policy assumptions about how teachers develop, by examining the way in which teachers are portrayed and located in these pro...

Growth that is shared—so-called inclusive growth—is now widely embraced as the central economic goal for developing countries. But inclusive growth can mean different things to different people. In this essay inclusive growth is defined as growth that builds a middle class. Macroeconomic policies can shape the environment and incentives for inclusive growth by working toward three important goa...

South Africa has adopted an inclusive education policy in order to address barriers to learning in the education system. However, the implementation of this policy is hampered by the lack of teachers' skills and knowledge in differentiating the curriculum to address a wide range of learning needs. In this paper we provided a background to inclusive education policy in South Africa and a brief e...

In this paper we reflect on data from two research projects in which inclusive practice in the educational system is at issue, in the light of wider field experience (our own and others’) of school and teacher development. We question what we understand to be relatively common, implicit policy assumptions about how teachers develop, by examining the way in which teachers are portrayed and locat...

In South Africa, up to 70% of children of school-going age with disabilities are out of school. Of those who do attend, most are still in separate, “special” schools for learners with disabilities. This situation prevails despite the push for the educational inclusion of learners with disabilities over twelve years ago by the South African policy document, the Education White Paper 6. In this a...

The failure of Washington Consensus in the early 1990s forced International Monetary Fund (IMF) and World Bank to address the problems of inequality and poverty through Pro-Poor Growth (PPG). This shift in the global policy debate is evident from the international commitment to the Millennium Development Goals (UN, 2000). The paradigm shift to inclusive growth is evident from the Approach Paper...