A/HRC/25/29 G. Professional training and capacity-building 52. Teachers are an important resource in establishing an inclusive education system. In article 24, paragraph 4, the need to train teachers to be supportive of students with disabilities and an active resource for quality education is highlighted. Integrative education systems have already started to provide a framework for integration training with a focus on inclusion. Australia and Cuba have training programmes in place to facilitate the access of students with disabilities in school. 53. Pre-service training on the inclusive approach to education is fundamental to prepare new teachers for teaching a diverse group of students and to use diversity as an opportunity to teach and learn. In-service training is not only necessary to provide for the requirements of students who are (or could be) in the school system but also for the positive transformation of the system. France and Colombia provide for such pre-service and inservice training to teachers. 54. Teaching barriers need to be properly addressed. Support should be provided to teachers to teach all students, including those with disabilities. Training on instructional strategies to manage courses with students from different backgrounds and characteristics should be made available. Teachers should be able to reflect on their experiences and practices to enable them to review their methodologies and course designs for enhanced inclusion. H. Lifelong learning 55. Lifelong learning is an element for ensuring the right to education. In article 24, paragraph 5, contains a call for tertiary and adult education, vocational training and lifelong education on equal terms with others. This provision is important as it highlights the need for higher education to respond in an age-appropriate manner to the educational needs of students. This provision underscores that persons with disabilities cannot be restricted in their progress with regard to their right to education on the basis of the medical diagnosis of an impairment. To reinforce this provision, the obligation to provide reasonable accommodation to guarantee this right is reiterated elsewhere in the Convention. IV. National implementation 56. Inclusive education systems are the result of complex processes that need to be addressed systemically. A systemic transformation of the education system should include: (a) adopting an inclusive education law with a clear definition of inclusive education, including a “no-rejection” clause providing for non-discrimination, and reasonable accommodation; and (b) creating a transformation plan in order to generate the necessary conditions for inclusiveness to be realized. Barriers at the legal and policy levels must be addressed as a first step. The innovative character of the human rights-based approach to disability and the inclusive approach to education needs to be promoted as education systems invest in practices contributing to the development of inclusive education systems. 57. The process of drafting an inclusive education law can be enriching, especially when it is participatory. It is advisable to create partnerships between all relevant actors to formulate the design, and facilitate the implementation of, an inclusive education system. To ensure the participation of those who have little information on the human rights approach to education, capacity-building should be undertaken. 58. Centralization of education under the ministry of education is worthwhile. The transformation process to inclusive education needs central coordination to maximize 14