One of the key activities for the MIPIE project has been to collect overview information on data collection work already going on in participating countries. In particular, it was agreed to collect information from countries in line with the data collection priorities highlighted by policy makers in the Brussels conference:

The i-access conference was held in Copenhagen on 22–24 June 2011. The event was hosted by the Agency, in co-operation with the Danish Ministry of Education.

The aim of this conference was to identify the implications of international and European policy on accessibility for information providers in the field of education. The processes that organisations need to consider in order to ensure accessible information provision were also identified. The objective was then to collate this information and develop recommendations for the implementation of i-accessibility.

The second MIPIE project conference was held on 10–11 March, 2011 in Budapest, Hungary. The event was co-hosted by the Agency and the Hungarian Ministry of National Resources, State Secretariat for Education, as an event held under the Hungarian Presidency of the Council of the European Union. 

This second conference linked to a priority for Hungarian education strategy – that of unequal access to educational provision and transforming segregated provision into inclusive settings.

The first MIPIE project conference was held on 2–3 December 2010 in Brussels, Belgium. The event was co-hosted by representatives of the Ministries of Education of the Flemish and French communities of Belgium and the Agency. The conference was an event in line with the Belgium priorities for the Presidency of the EU, namely the promotion of social cohesion.

The aim of this conference was to identify what data and detailed information European policy makers need in order to map developments in the implementation of legislation and policy for inclusion.

This project aims to identify and investigate the relevant key aspects of VET programmes for learners with SEN, with a clear link to employment opportunities. In particular, the project investigates what works in VET for learners with SEN and why.

Policy-makers working in inclusive education need to know what qualitative and quantitative information to collect and the best methods of doing this in order to map the implementation of policies for inclusive education. The goal for the MIPIE project is to provide them with clear proposals on agreed signposts to track progress towards educational inclusion.

This project set out to use existing European and international policy and standards for information accessibility as a basis for discussing the implications, as well as the practical implementation of accessible information provision within lifelong learning.

The theme for the TE4I country study visit held on 31 May–2 June 2010 was examining how competence profiles fit in with developing policy initiatives for inclusive education. Specifically, exploring what policy frameworks for teacher education as well as inclusive education are needed for such a profile to be implemented.

Presentations included:

The theme for the TE4I country study visit held on 25–27 May 2010 was exploring how teacher educators can all ensure students are prepared to be inclusive teachers, specifically how these professionals can work in inclusive ways so as to model inclusive practice for their students.

Presentations included:

The theme for the TE4I country study visit held on 11–13 May 2010 was considering the content areas of a competence profile, then specifically considering what form of initial teacher education is needed to develop the knowledge and skills in such a profile.

Presentations included: