Welcome to the Country Policy Review and Analysis web area!
The goal of the CPRA work is to aid country reflection regarding the development of policy for inclusive education. It aims to act as a tool for stimulating discussion in the country concerned. Its central focus is to analyse the available information about current country policy for inclusive education; the CPRA work does not in any way address the actual implementation of the policy being considered.
The CPRA work started in 2014 with a pilot phase, followed by the second phase in 2016–2017. This work has been developed in order to provide a new form of individualised country information. This provides countries with a reflection on their current policy frameworks for inclusive education. It also offers them recommendations for priorities to be addressed that are specific to their country.
Participants and target group
These pages present information from the first phase of the Country Policy Review and Analysis (CPRA) activities. This phase involved policy makers from France, Italy, Lithuania, Malta, Norway, Portugal, United Kingdom (England) and United Kingdom (Scotland) in piloting work.
Essentially, the CPRA results address ministries of education. They have the potential to be used as a reference tool according to national-level priorities and needs. It is also anticipated that the CPRA work outputs will contribute to international-level requests directed to ministries of education. These may be, for example, in relation to European-level work and country contributions associated with Country-Specific Recommendations (CSRs) and international-level work linked to the reporting process for the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD; 2006).
Activities and outputs
The CPRA methodology has developed via an iterative process involving Agency staff members and policy-makers from the eight participating countries.
The first results of the policy analysis work with countries can be downloaded from the links below: