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Mapping the Implementation of Policy for Inclusive Education

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All countries need to track the implementation of new educational policies and legislation. The justifications and pressures for mapping such developments are very clear at:

The pressures on policy makers to demonstrate how policies are leading towards greater educational inclusion results in the need for the systematic collection of qualitative and quantitative information that answers key questions and can be used longitudinally by countries to map their own developments and comparatively across countries to compare relative developments.

Mapping the Implementation of Policy for Inclusive Education  - MIPIE - is a one year project co-financed by a European Community Grant under the Lifelong Learning, Comenius Accompanying Measures programme.

A short overview of the project in 21 languages is available to download from the MIPIE project information page.

Project Participants

The Agency member countries involved in the MIPIE project are: Austria, Belgium (Flemish and French speaking communities), Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland Portugal, Slovenia, Spain, Sweden, Switzerland and United Kingdom (England, Scotland and Wales).

The main participants as well as target group for the project are policy makers for inclusive education, nominated by their respective Ministries of Education to act as country representatives within the Agency.

A further group of participants, as well as a further target group for the project, are national level experts on educational data collection.

Both of these groups of experts have worked with the project team in formulating proposals relating to the most appropriate methods to be used for meaningful data and information collection for mapping policy implementation for inclusion.

Project Aims and Activities

The MIPIE project is essentially an information collection and ‘scoping’ activity. The focus of the project is not to collect any qualitative or quantitative data; rather the goal of the project has been to take a first step towards identifying for policy makers what quantitative and in particular qualitative information should be collected and how this can be done in the best way to effectively map the implementation of policy for inclusive education in a meaningful and applicable way.

Specific project objectives have been to work with project experts in order to:

  • Develop a rationale for what information needs to be made available for policy makers;
  • Identify what information is already available;
  • Highlight the gaps in current information;
  • Provide detailed proposals on how the necessary information could be collected in the future for the purposes of national, self-mapping and for European level comparative purposes.

Project Conferences

The main project activities have focussed upon two conferences – one in Belgium during 2010, one in Hungary, during 2011 – both of which have been political level events, organised in co-operation with representatives of the Ministries of Education in the two countries and held during the respective countries’ hosting of the Presidency of the EU. 

These events have been used as the main opportunities for information gathering within the project. 

All of the information on both of these conferences is available from the links in the right hand side navigation window.

MIPIE recommendations

The project has lead to a detailed report describing the challenges and opportunities for developing indicators that can be used or mapping the implementation of policy for inclusive education.

The final report (in English) as well as executive summaries in 21 languages presenting the final project recommendations can be downloaded from the link in the right hand side navigation window.


This project is supported with a grant from the Lifelong Learning Programme of the European Union (project number 510817-2010-LLP-DK-COMENIUS-CAM. 

The information in this project web area reflects the views of the authors and the Commission cannot be held responsible for any use which may be made of the information contained therein.