An education system or school cannot be considered inclusive if marginalisation exists and the voices of those closely involved are not heard. Although learners and their families have gradually gained opportunities to share their opinions, these rarely have an impact on educational decisions. Moreover, the the COVID-19 pandemic has limited the opportunities to hear the voices of the most vulnerable learners and families.

The Voices into Action (VIA) project examines the critical issue of involving the voices of learners and their families and how to effectively include them in decision-making.

Project framework

Previous Agency work – such as the European Hearings and the Raising the Achievement of All Learners in Inclusive Education project – has indicated that listening to learners and their families is crucial for developing more inclusive schools and education systems.

Promoting learner participation in decision-making and policy development is now a key priority for European and international organisations. In 2021, several initiatives centred on learners, both as a focus and as agents for change. 2022 is the European Year of Youth, and the time to guarantee extensive representation. At the same time, all stakeholders – including parents, families and guardians – should be active agents in creating equitable learning experiences for all learners.

Guided by these principles, the VIA project’s overall goal is to indicate effective ways of promoting the voices of learners and their families in decision-making processes, in order to build better, more inclusive education systems.

The project started in 2021 and will conclude in 2022.

Aims

The VIA project aims to identify key messages to ensure the voices of learners and their families are included effectively in education decision-making. The project will achieve this by:

  • providing a focused analysis of policy and research evidence on effective ways to include the voices of learners and their families in policy development and implementation;
  • examining examples of how previous Agency project work and Agency member countries have considered the voices of learners and their families (at local, regional and national levels);
  • exploring relevant approaches, guidelines, tools and/or appropriate methodologies and suggesting effective examples of policy and practice.

Participants and target group

The target groups for the project outcomes are the Agency staff (aiming to inform Agency work) and decision-makers at national, regional and local levels who aim to promote learner and family voices in decision-making.

Phase 1 targets the Agency staff. The staff can use the project’s key messages as a checklist to ensure learner and family involvement in future Agency project design and work.

Phase 2 will target Agency Representative Board members. They will have the option to participate and involve their professional networks (including learners and families) in the project activities.

An indirect target group will be other stakeholders involved in implementing programmes for learner and family participation, empowerment and decision-making (i.e. stakeholders from partner organisations and other civil society organisations).

Project activities and outputs

In Phase 1, desk research activities include analysing key policy and research literature on why learners and families should be involved in decision-making and how to effectively involve them. Activities also include collecting and analysing examples from previous Agency work and member countries’ efforts to involve learners and families in decision-making.

Phase 2 will include activities with the Agency staff, selected Representative Board members, learners and families.

The project findings will lead to key messages on how future Agency work can include the voices of learners and their families.

The main project outputs will be:

  • A project report. The report will provide a focused rationale and key policy and research evidence on effective ways to include learner and family voices in education decision-making. It will also present effective approaches, relevant examples from past Agency projects and specific national efforts to integrate learner and family voices into policy-making and implementation. It will conclude with key messages for future work to meaningfully involve learners and families.
  • A toolkit. The toolkit will provide practical ways of involving learners and families. It will show to act upon and truly embed their voices in decision-making. It will consist of a guide/checklist on how to involve learner and family voices in future work. The toolkit will include main principles and specific step-by-step guidelines, approaches, tools, methodologies, innovative practices and direction to action.

Related items

Mangiaracina, A., Kefallinou, A., Kyriazopoulou, M. and Watkins, A., 2021. ‘Learners’ Voices in Inclusive Education Policy DebatesEducation Sciences, 2021, 11 (10), 599.

data collection
drop-out
early childhood education
early school leaving
financing
higher education
information accessibility
information and communication technology
international co-operation
lifelong learning
multicultural diversity
organisation of provision

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