The Collaborative Action for Inclusive Education (CAFIE) activity explores collaboration and cross-sector working at all system levels as a key factor in implementing inclusive education policy. It seeks to support EASNIE member countries to advance cross-sectoral work by providing them with a solid knowledge base, useful tools and examples, as well as networking opportunities and connections. By following a peer-learning methodology, it aims to enhance countries’ learning and increase their capacity to plan for and address complex problems related to the topic.

The Learners and Families Shaping Action (LFSA) activity focuses on the role of the voices of learners and their families in monitoring and evaluation (M&E) frameworks for inclusive education. It examines how systematically incorporating information from learners and their families can enhance M&E processes, drive systemic improvements and inform policy development in inclusive education.

Advancing Collaboration in Education (ACE) explores the topic of collaboration and cross-sector working at all system levels. This is a key factor for implementing inclusive policy and practice. The activity focuses on the implementation process of cross-sector working at national level.

ACE aims to offer a better understanding of system-wide collaboration and the governance of system-wide work for inclusive education. This includes defining cross-sector collaboration, to be meaningful for all stakeholders involved.

As education systems become more complex, each country needs a unified framework for quality assurance, monitoring and accountability. The Quality Assurance, Monitoring and Accountability (QAMA) activity aims to identify the essential elements of a coherent framework that brings all aspects of an education system together. This will help to align different areas of quality assurance with the agreed principles of inclusive education and the goal of continuous improvement.

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 data helps improve inclusive education policy implementation.