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 concerning

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 sociocultural

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 competences

relating to the enhanced value of diversity.