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The Financing Policies for Inclusive Education Systems (FPIES) project systematically examines different approaches to educational financing and aims to identify effective funding policy tools that work towards reducing disparities in education.
On 9–10 June 2015, the IECE kick-off meeting took place in Brussels. Over 60 researchers and practitioners from Agency member countries attended the event. Keynote speakers from the European Commission, OECD, UNESCO, Eurydice, Ghent University and the International Society on Early Intervention introduced the latest research and policy developments in the area of early childhood education and care.
The 3-year Inclusive Early Childhood Education (IECE) project focuses upon the fact that early childhood educational experiences have an important impact on a person’s life – provision of high quality early childhood education has positive effects on achievement and social adaptation of children.
The Agency is looking for two qualified and experienced researchers to work part-time within a small Agency staff team. The deadline for applications is 7 December 2015.
Inclusive assessment is an approach to assessment in mainstream settings where policy and practice are designed to promote the learning of all pupils as far as possible. The overall goal of inclusive assessment is that all assessment policies and procedures should support and enhance the successful inclusion and participation of all pupils vulnerable to exclusion, including those with SEN.
The Financing of Inclusive Education project activities have focused on information collection via desk research and country data gathering in order to provide an update on the previous Agency financing study, as well as build on the findings of other Agency and international work.
Detailed information about the National Organisation of Provision was collected in the framework of the Organisation of Provision to Support Inclusive Education project.
Country information was collected from participating countries via a questionnaire which focused on:
The OoP project suggests that national legislation and education policy should actively support the principles of both UNCRC and UNCPRD and uphold the right of all learners to full participation in school with their own local peer group. This would include in particular:
This question relates to the system and structures that are put in place to support learners – but there are inevitably close links to the question on collaboration, which refers to the processes and relationships that also contribute to a high quality education and support for learners. The five sites studied in the OoP project represented a ‘continuum of provision’.
The sites included:
UNICEF (2013) describes participation as: ‘an ongoing process of children’s expression and active involvement in decision-making at different levels in matters that concern them, requiring information-sharing and dialogue between children/adolescents and adults based on mutual respect, and requiring that full consideration of their views be given, taking into account the child’s age and maturity’. (Take Us Seriously, page 7)