We carry out activities involving our extensive network in Agency member countries. The aim is to provide member countries and stakeholders at the European level with evidence-based information and guidance on implementing inclusive education systems.

Read about the various Agency activities in detail below. You can use the filters to search and select the activities you want to see based on their theme, the participating countries, or the years they took place in. You can select multiple filters to narrow down your search.

This is a list of Agency activities in chronological order.

For further information on any of the Agency activities, please contact the Secretariat: secretariat@european-agency.org


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Country Policy Development Support

The Country Policy Development Support (CPDS) activity is central to the Agency’s role as an agent for policy change in inclusive education.

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Thematic Country Cluster Activities

As part of its aim to be an active agent for change, the Agency has developed a new way of working with its member countries. The Thematic Country Cluster Activities (TCCA) began in 2023, addressing Agency member countries’ priorities by working in small clusters of countries.

Country System Mapping

In a departure from the Agency’s previous thematic activities, Country System Mapping (CSM) considers the whole education system. It examines how certain structures, mechanisms and processes may impact on the implementation of inclusive education policy in practice.

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Technical Support Instrument actions

Since 2018, the Agency has been a technical provider for several actions under the Technical Support Instrument (TSI), previously known as the Structural Reform Support Programme (SRSP). The European Commission’s DG Reform provides technical support to EU countries that wish to reform their public systems.

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Legislative Definitions around Learners Vulnerable to Exclusion

The Legislative Definitions around Learners Vulnerable to Exclusion desk research activity addresses how Agency member countries legally define concepts around learners who are vulnerable to exclusion.

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Inclusive Digital Education

The Inclusive Digital Education (IDE) desk research activity aims to thoroughly examine new priorities and demands in relation to inclusive digital education and blended learning. 

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Building Resilience through Inclusive Education Systems

The Building Resilience through Inclusive Education Systems (BRIES) activity mapped how inclusive education systems in Europe were affected by the COVID-19 pandemic, the lessons learned, and how to turn the crisis into an opportunity to build resilience.

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European Agency Statistics on Inclusive Education

The Agency’s data collection activity (EASIE) provides focused data that informs country policy priorities on inclusive education, the European Commission’s strategic objectives on inclusive education and the implementation of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (2006).

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Key Principles

The Key Principles publications systematically present recurring messages in Agency work that support the implementation of high-quality education for all learners.

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Voices into Action: Including the Voices of Learners and their Families in Educational Decision-Making

The Voices into Action (VIA) project examines the critical issue of involving the voices of learners and their families and how to effectively include them in decision-making.

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Teacher Professional Learning for Inclusion

The Teacher Professional Learning for Inclusion (TPL4I) project sets out to explore key aspects of this issue. The initial project work aims to identify the essential policy elements needed to prepare all teachers to include all learners. 

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Preventing School Failure: Examining the Potential of Inclusive Education Policies at System and Individual Levels

The Preventing School Failure (PSF) project highlights the link between school failure and inclusive policies. It particularly aims to examine the evidence to suggest that inclusive education policies have the potential to prevent school failure – both in relation to individuals and the overall system.

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