As an active agent for policy change, the Agency aims to support all of its member countries to improve their policy for inclusive education. The Country Policy Development Support (CPDS) activity helps member countries to reflect on their own policy for inclusive education.
In December, the Swedish Agency for Participation hosted an online conference, titled ‘A barrier free future for every child’.
The conference took place under the Swedish Presidency of the Nordic Council of Ministers. It aimed to share ways to enable all learners’ participation in education and strengthen networks of experts and organisations representing learners with disabilities in Europe, with a particular focus on Ukraine and Nordic and Baltic countries.
The first peer-learning event in the Agency’s Learners and Families Shaping Action (LFSA) activity took place in Brussels on 10 December 2024. This work is part of the Agency’s Thematic Country Cluster Activities (TCCA).
The event was a chance for cluster country representatives to share insights and discuss monitoring and evaluation strategies to involve hard-to-reach families in inclusive education.
The European Commission held a stakeholder consultation to develop its forthcoming Communication on a Union of Skills.
The Polish Ministry of Education hosted an informal meeting of education ministers in Warsaw on 21–22 January 2025.
The Learner Participation in Inclusive Education (LPIE) activity focuses on gathering and using meaningful qualitative data on learners’ socio-emotional participation in inclusive education.
This background paper provides information on the topic of participation in relation to the LPIE activity. It reviews and elaborates on publications on learner participation in inclusive education to address two essential questions:
As an individualised activity for all EASNIE member countries, Country Policy Development Support (CPDS) is central to EASNIE’s role as an agent for policy change in inclusive education.
The Monitoring and Evaluation Systems in Inclusive Education Policy (MESIEP) activity focuses on the general topic of monitoring and evaluation (M&E) of inclusive education. It looks at existing M&E systems and their role in inclusive education policy development.
The second stakeholder consultation workshops in the TSI project took place in Helsinki, Finland, in November.
This report presents the background to and the methodology used in the Country Policy Development Support activity.
