A strategy is needed to support all learners at times of transition between phases of education – and particularly as they move into adult life.

A strategy is needed to support all learners at times of transition between phases of education – and particularly as they move into adult life – through vocational education and training, further and higher education, independent living and employment.

Transition between education levels requires co-ordination to ensure that delivery of education continues smoothly, particularly for learners who are potentially vulnerable to underachievement.

Inclusive education systems require a strategy to increase participation in quality inclusive early childhood education and support families experiencing disadvantage.

Children who participate in early childhood education and care benefit in terms of overall development and academic performance. It improves their social inclusion and long-term life chances.

More information about the Key Principles for supporting policy development and implementation for inclusive education is available in the Key Principles web area.

A single curriculum framework is needed that is sufficiently flexible to provide relevant opportunities for all learners, and an assessment framework that recognises and validates attainment and wider achievement.

A flexible curriculum framework allows relevant learning opportunities for all learners, without separate curricula. Assessment enables adjustments to the curriculum and teaching approaches, identifies and overcomes barriers to learning, and informs support decisions.

A comprehensive quality assurance and accountability framework for monitoring, review and evaluation will support high-quality provision for all learners.

A comprehensive quality assurance and accountability framework for monitoring, review and evaluation will support high-quality provision for all learners, with a focus on equitable opportunities for those at risk of marginalisation or exclusion.

Accurate and reliable information on resources, inputs, structures and processes that impact learning is particularly important for minority groups and those potentially vulnerable to underachievement, to support equitable practice.

An effective governance plan sets out clear roles and responsibilities, opportunities for collaboration and levels of autonomy throughout all system levels.

Stakeholders must be clear about levels of autonomy and decision-making within their areas of responsibility. Collaborative working at all system levels is essential.

More information about the Key Principles for supporting policy development and implementation for inclusive education is available in the Key Principles web area.

Flexible mechanisms for funding and resource allocation must support the on-going development of school communities and enable them to increase their capacity to respond to diversity and to support all learners, without a formal diagnosis or label.

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