Key Principles
The Key Principles publications systematically present recurring messages in Agency work that support the implementation of high-quality education for all learners.
Reviewing and analysing country policy for inclusive education: Key messages published
A new report outlines the key messages of the Agency’s Country Policy Review and Analysis work to date.
Supporting Inclusive School Leadership: Policy Messages
The Supporting Inclusive School Leadership (SISL) project aimed to inform wider discussions about school leadership across stakeholder groups in policy and practice. It investigated how to effectively develop and promote inclusive school-level leadership through national- and local-level policy frameworks and support mechanisms.
Preventing school drop-out: peer learning event in Serbia
The Agency has participated in an event in Serbia to explore the different methods used in European countries to combat school drop-out.
Country Policy Review and Analysis: Key messages for working with and for countries – Policy Brief
This policy brief presents key messages from the Country Policy Review and Analysis (CPRA) activities from 2014 to 2021.
Country Policy Review and Analysis: Key messages for working with and for countries
This report presents the main findings from the Country Policy Review and Analysis (CPRA) activities from 2014 to 2020.
New international reports examine equity and well-being in education
Two new reports have been published which explore equity and well-being in education in Europe and around the world.
Monitoring the implementation of inclusive education in Portugal: School visits
School visits are taking place in Portugal as part of the work to design a system to monitor the implementation of a law on inclusive education.
Supporting Inclusive School Leadership project outcomes
Four peer learning activities took place in November to mark the end of the Agency’s Supporting Inclusive School Leadership (SISL) project.
New Agency project on promoting the voices of learners and their families in decision-making processes
For education systems to be inclusive, the voices of those in the system must be listened to and their opinions considered. A new Agency project aims to find effective ways to promote these voices.