This is desktop review of current developments in existing teacher education for inclusion and democracy in the partner countries (Botswana, Namibia and South Africa), classified into three areas: policies on Inclusive Education and teacher training; programmes for teacher education; a literature review looking at existing research related to teacher education for inclusion.
This report looks at how health services can be made more adolescent-friendly and considers models that may be successful in the South African context. In particular, the report considers how these services may be linked to schools and communities.
This baseline study was conducted in the UMzinyathi district of KwaZulu-Natal. The study was born out of a concern for the absence of genuine community participation in the implementation of care and support for vulnerable children in the province.