Week 3: Creating a learning organisation

4.2. Summary

This week you have thought about how a school can learn: how the teachers can best develop the skills that they need to be effective inclusive teachers, and how a school can monitor itself for inclusivity. In the last week of this course. The focus shifts to the wider community and stakeholders. What is the contribution of community organisations, families and children in creating an inclusive school?

References

Abonyi, U.K., Yeboah, R., Luguterah, A.W., 2020. Exploring work environment factors influencing the application of teacher professional development in Ghanaian basic schools. Cogent Social Sciences 6. https://doi.org/10.1080/23311886.2020.1778915

Grimes, P. (2010) A quality education for all. A History of the Lao PDR Inclusive Education project 1993-2009 Norway: Save the Children A_Quality_Education_For_All_LaoPDR.pdf (eenet.org.uk) Accessed 01/03/21

Msonde, S.E., Msonde, C.E., 2019. Re-Innovation of Learner-Centered Pedagogy in Tanzania’s Secondary Schools. Journal of Education 199, 142–154. https://doi.org/10.1177/0022057419854343

Wambugu, P.W., Stutchbury, K. & Dickie, J. (2019). Challenges and Opportunities in the Implementation of School-Based Teacher Professional Development: A Case from Kenya. Journal of Learning for Development, 6(1), 76-82.