The TUTOR consortium partners have adopted an assessment methodology, setting out the common framework, criterion and parameters for the TUTOR project. This literature review is the first phase of the TUTOR assessment methodology. Five partners within the consortium undertake a review of the literature pertaining to inclusive education within each country. A European wide review also forms part of the assessment. The focus of the literature review is on inclusive education for teachers in second level schools/or in Vocation Education and Training (VET), Further Education and Training (FET), who are working with cohorts of migrant, LGBTI+, socio-economic disadvantaged students including those at risk of poverty, educational disadvantage, students facing geographical barriers, marginalised and ethnic groups including Traveller and Roma. This action is a desk-based literature review, coordinated by Maynooth University, aiming to identify the emerging common trends, needs and challenges to ensure that the secondary education and vocational, further education and training environments are inclusive of all students in the consortium partner countries. Strategic documents that examine different perspectives of teachers upskilling needs in terms of inclusive education in modern secondary, vocational and further education and training are reviewed.