European Agency Statistics on Inclusive Education: 2019/2020 Cross-Country Report

The Cross‑Country Report for the European Agency Statistics on Inclusive Education (EASIE) 2019/2020 school year dataset is now available on the Agency website.

EASIE data provides information on education systems in participating Agency member countries. This data informs country-level work on learners’ rights issues connected to equity and participation in inclusive education. Twenty-eight participating Agency member countries provided country data for the 2019/2020 school year.

Each country’s data tables are used to generate individual country reports. These country reports consist of an agreed set of indicators, calculated from the information in the data tables. The EASIE indicators relate to access to and placement in inclusive education and provide information on:

  • all children/learners and where they are educated;
  • children/learners with an official decision of special educational needs and where they are educated.

The Cross-Country Report collates the individual country reports’ indicator tables into a single document.

The data follows the International Standard Classification of Education (ISCED) education levels: pre-primary (ISCED 02), primary (ISCED 1), lower-secondary (ISCED 2) and upper‑secondary education (ISCED 3). For the first time, the 2019/2020 Cross-Country Report shows ISCED levels 1 and 2 separately to give a more refined insight into differences between the two levels.

All information is presented as provided by the countries and should be considered in line with the original data and notes presented in the individual country data tables. Where available, the report provides footnotes containing information from the original data notes to explain outlier data.

The Cross-Country Report is available to download on the Agency website. The 2019/2020 dataset launch news item provides more information on the dataset. Visit the EASIE web area for more details on the Agency’s data collection activities.

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