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
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.
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.
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.
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.
Building Resilience through Inclusive Education Systems
The Building Resilience through Inclusive Education Systems (BRIES) activity 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.
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).
Key Principles
The Key Principles publications systematically present recurring messages in Agency work that support the implementation of high-quality education for all learners.
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.
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.
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.
Changing Role of Specialist Provision in Supporting Inclusive Education
The Changing Role of Specialist Provision in Supporting Inclusive Education (CROSP) activity focused 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.
Supporting Inclusive School Leadership
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.