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

The first two Key Principles publications in 2003 and 2009 had a focus on policy to support the inclusion of learners with special educational needs in mainstream education provision. The third publication in 2011 focused on recommendations for education practice. The most recent publication from 2021 highlights the key principles emerging from Agency work since 2011 for policy development and implementation.

Highlighting fundamental issues for education systems, the Key Principles series reflects the gradual shift in the Agency’s work over the past 25 years: a shift away from a narrow focus on learners’ special educational needs and special needs education as specific provision, towards extending and improving the quality of support for learning that is generally available to all learners. This focus reflects the Agency’s increasing emphasis on being an active agent for change in policy and practice in inclusive education.

The Key Principles reports and outputs are:

classroom practice
compulsory education
country policy review
data collection
digital education
early childhood education
early school leaving
higher education
information accessibility
information and communication technology
international co-operation
lifelong learning
multicultural diversity
organisation of provision
policy analysis
policy development
post-compulsory education
pre-school education
raising achievement
school leadership
social inclusion
teacher education
transition to employment
vocational education

Share this page: