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.
For further information on any of the Agency activities, please contact the Secretariat: firstname.lastname@example.org
The Building Resilience through Inclusive Education Systems (BRIES) project will map how inclusive education systems in Europe are affected by the pandemic, the lessons learned, and how to turn the crisis into an opportunity to build resilience.
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).
The Key Principles publications systematically present recurring messages in Agency work that support the implementation of high-quality education for all learners.
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.
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.
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.
The Changing Role of Specialist Provision in Supporting Inclusive Education (CROSP) project will focus on the re-organisation of specialist, separate provision and the perceived shift in the role of such provision to support the right to inclusive education for all learners.
The Supporting Inclusive School Leadership (SISL) project considers leadership for inclusion aimed at addressing inequality to building community and full participation. It focuses on valued outcomes for all learners, including those most vulnerable to exclusion.
The goal of the Country Policy Review and Analysis (CPRA) work is to aid country reflection regarding the development of policy for inclusive education. It aims to act as a tool for stimulating discussion in the country concerned.
The Financing Policies for Inclusive Education Systems (FPIES) project systematically examines different approaches to educational financing and aims to identify effective funding policy tools that work towards reducing disparities in education.
The 3-year Inclusive Early Childhood Education (IECE) project focuses upon the fact that early childhood educational experiences have an important impact on a person’s life – provision of high quality early childhood education has positive effects on achievement and social adaptation of children.
The Financing of Inclusive Education project activities have focused on information collection via desk research and country data gathering in order to provide an update on the previous Agency financing study, as well as build on the findings of other Agency and international work.