The Agency aims to offer an accessible experience for website visitors. This includes the option to translate content into multiple languages.
The translation and text-to-speech features on this website are automated. There may be inaccuracies and inconsistencies in the translations. If in doubt, please refer to the English version of the website. You may also contact us with feedback.
The Accessibility page contains further resources and details about website accessibility. The Easy to Read section presents key information about the Agency in an easy to read format.
The Agency has been redeveloping its website, which is the main source of information about all the Agency projects and activities over the past 20 years. The new website will be launched in March 2018. All existing web areas have been edited and re-structured with accessibility and usability in mind. The new website contains many images to make it more visual and easier to navigate.
Early school leaving (ESL) is broadly defined as the phenomenon of young people leaving formal education before completing upper-secondary schooling.
Between 2015 and 2016, the Agency conducted a project on Early School Leaving, which resulted in two reports. The first report was a review of the ESL research evidence focusing on Europe.
This report is a summary of the synthesis report that brings together the main findings of the Inclusive Early Childhood Education (IECE) project. The summary report focuses on the project’s three new contributions to policy-making, research and practice in IECE. These are:
International organisations and the European Union (EU) regard high-quality Early Childhood Education (ECE) as an essential foundation for lifelong learning. Participation in high-quality pre-primary education has long-lasting positive effects on children’s development and the benefits are greater for children from a disadvantaged background. This literature review is part of the Agency's Inclusive Early Childhood Education (IECE) project.
This document presents information on new legislation – laws and policies – for special needs and/or inclusive education that has been introduced in Agency member countries in recent years.
As far as possible, information on updates from countries concerns four main areas:
Evidence shows that quality early childhood education (ECE) can significantly enhance the lifelong learning and future active citizenship of all children. This has made quality ECE provision a priority concern of policy-makers and international and European organisations such as the Organisation for Economic Co-operation and Development (OECD), United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children’s Fund (UNICEF) and the European Commission.
The various inputs given during the i-access conference are available to download mainly as pdf files in the section below.
The Articles of Association describe EASNIE’s overall aims, objectives and board procedures. They outline EASNIE’s role and tasks and those of its governing bodies.