Developing a Framework of Teacher Competencies for Inclusive Education in Commonwealth South Asian Countries

Bostwana, 9 September 2025

On 9 September 2025, COL-CEMCA hosted a hybrid pre-conference workshop at the Gaborone International Convention Centre (GICC) in Botswana on the topic of "Designing a Teacher Competency Framework for Inclusive Education in Schools."

The workshop brought together high-level representatives from countries such as India, Sri Lanka, Pakistan, Bangladesh, Maldives, and Malaysia, representing ministries of education, policymakers, and inclusive education experts to strengthen regional networks and advance inclusive education across South Asian Commonwealth countries.

The workshop aimed to co-develop a comprehensive teacher competency framework for inclusive education at the regional level, focusing on children with specific learning disabilities (SLD), visual impairments, and other physical disabilities. To ensure an evidence-based and regionally relevant outcome, the workshop identified challenges, shared best practices, and developed a roadmap for piloting and improving the framework across South Asian Commonwealth nations.

Building on previous initiatives, such as teacher training programs in Sri Lanka, India, and the Maldives, the workshop's main objectives were to improve accessibility, develop an evidence-based roadmap for mainstreaming students with SLD by focusing on teacher capacity development, and promote cooperation among Commonwealth nations.

Dr. B. Shadrach, Director of COL-CEMCA, emphasised the organisation's mission to expand learning opportunities through technology and partnerships across 56 Commonwealth countries. He highlighted COL-CEMCA's diverse initiatives, including teacher education, open schooling, and skills development, with a focus on leveraging technology to ensure inclusive education, so that “no student is left behind.”

Ms. A. Srija, Economic Adviser, Ministry of Education, India, along with representatives from other Commonwealth nations, highlighted national and state initiatives addressing special learning disabilities. She also noted challenges such as the need for effective screening tools and urged diversification and expansion in sports and arts to improve opportunities for children with special needs.

The workshop used a double-diamond approach to identify and co-create solutions for teacher competency needs. It aimed to create regional networks, develop a teacher competency framework for mainstreaming students with disabilities, and exchange best practices in inclusive education among South Asian Commonwealth countries through collaborative discussions, expert presentations, and hands-on sessions.

Key results from the workshop included a draft outline of a regional teacher competency framework, a shared understanding of the teacher competency requirements for mainstreaming students with disabilities, collaborative review and contextualisation of the existing teacher capacity building course developed by COL-CEMCA & ChangeInkk. The plan also involves identifying priority themes, creating a collaborative project roadmap, and enhancing regional networks among curriculum developers, policymakers, and inclusive education experts.