Changing Role of Specialist Provision in Supporting Inclusive Education: Policy Self-Review Tool
The CROSP Policy Self-Review Tool aims to enable stakeholders to reflect and develop a continuum of support for inclusive education.
Team Europe pledges investment to improve education for children in crisis
Team Europe has pledged a significant contribution to the United Nations’ ‘Education Cannot Wait’ fund.
Embarking on the route towards quality inclusion in Malta
Malta’s Ministry for Education, Sport, Youth, Research and Innovation National School Support Services (NSSS) organised a conference examining the implementation of Malta’s Inclusion Policy and Framework.
Assessment policies and practice to support inclusive education: European Commission Working Group on schools
The European Commission Working Group on Schools has begun a series of activities on the topic of assessment to support inclusive education.
Forthcoming conference on resource teachers and inclusive education in Bulgaria
The ‘Resource teachers and special educational needs in inclusive education’ conference will take place on 7 February.
eBulletin January 2023
This eBulletin brings news of new Agency publications and collaborations with international partners.
Kick-off meeting with stakeholders for 'Promoting Inclusive Education in Greece, Phase 2'
A new Technical Support Instrument project aims to improve equity in education for all learners in Greece, with a particular focus on those from disadvantaged backgrounds and vulnerable social groups.
Enhancing France's digital tool for inclusive education through European technical support
A new Technical Support Instrument project has begun with the French Ministry of National Education and Youth.
To fully address education-system factors relating to discrimination and the underachievement of vulnerable groups, policy must focus on equity and the importance of fairness in educational opportunities.
There is a need to improve the level of resources in education and focus on teaching quality to ‘de-couple’ attainment from learners’ cultural and socio-economic background, migration status and gender, among other things, and prevent school drop-out and youth unemployment.
Policy should clearly communicate that it is possible to develop education systems that are both high quality and equitable.