Although teaching and management of diversity are taken into account in almost all the countries participating in the survey, the "enhanced value" of diversity, which implies the creation of conditions for inclusive participation favorable to equal opportunities for all, is not unanimously approved. This report underlines that teacher education institutions play an important role, in collaboration with policy makers, in drafting study programmes, but also in defining national policies concer¬ning teacher education. Such is not always the case for the relevant qualification requirements for teachers, the evaluation of associated skills or the recognition of experience gained in the field of sociocultural diversity.This report is the result of a survey on the initial training of teachers in sociocultu¬ral diversity in Europe, carried out in 16 countries within the framework of the project "Policies and practices for teaching sociocultural diversity" launched by the Steering Committee for Education of the Council of Europe in 2006. An analysis of replies from practitioners completes the results of the survey.The recommendations contained in this report will serve as a basis for carrying out the second phase of the project on the definition of a framework of teachers com¬petences relating to the enhanced value of diversity.
General introduction
Chapter 1 - Sociocultural diversity: content and context
Chapter 2 - Summary of the results of the national reports on pre-service teacher training in sociocultural diversity
Chapter 3 - Summary of the results of the interviews on pre-service teacher training in sociocultural diversity
Chapter 4 - Conclusions and recommendations
