Welcome to the Financing Policies for Inclusive Education Systems project web area!

All European Union (EU) member countries are moving towards greater educational inclusion. Promoting equity in educational opportunities is a clear strategic challenge for the EU member States. Countries’ systems of funding for education play a critical role in implementing the right to education for learners from disadvantaged backgrounds – including those with special educational needs and/or disabilities – and in developing inclusive education systems that promote participation and achievement for all learners. Effective inclusive education requires coherent financing mechanisms that promote flexibility in educational opportunities and support arrangements across sectors to provide meaningful educational experiences.

Policy-makers across Europe recognise that funding mechanisms are a critical lever in reducing disparity in education. They require more detailed information on the impact of funding mechanisms on inclusive education that can be used to guide their policy developments. The Financing Policies for Inclusive Education Systems (FPIES) project is a response to this identified policy need. 

Project framework

FPIES will run over a three-year period from 2016 to 2018. It builds upon the one-year Financing of Inclusive Education project that ran throughout 2015. The project is funded by the European Commission’s Erasmus+ Key Action 3 ‘Forward-Looking Cooperation Projects’ framework.

Find more information about the project on the dedicated project area on the European Commission website.

Participants and target group

The FPIES project is based on direct co-operation between eight partners: the Ministries of Education in Italy, Lithuania, Netherlands, Norway, Portugal and Slovenia, the Universitat Ramon Llull, Spain, and the European Agency for Special Needs and Inclusive Education.

Furthermore, ministerial representatives from the Agency member countries have identified their specific priorities for detailed examination and will provide feedback on final project outputs.

Within the FPIES project, trans-national co-operation is a critical factor in ensuring policy relevant outcomes that have the potential for up-scaling and positive impacts on inclusive education at national and European levels.

As Evaluation Partner, Universitat Ramon Llull has conducted an on-going process evaluation to inform decision-making and implementation of specific project tasks.

Information about partners and links to the Country Reports and Country Study Visit Reports are available at these links:

Aims

The FPIES project will systematically examine different approaches to educational financing and identify effective funding policy frameworks that work towards reducing disparity in education.

Project activities and outputs

  • The main project activities included six Country Study Visits (CSV). Each CSV involved a wide range of relevant stakeholders from ministry, municipality and school level in the host country and ministry level visitors from three of the other 5 partner countries. These country level policy exchanges produced meta-level information sources that were used as the basis for the project analysis activities and were recorded in Country Reports and Country Study Visit Reports. These are accessible in the Country partner pages above.
  • A flyer was created to introduce the FPIES project.
  • The project synthesis report: Resourcing Levers to Reduce Disparity in Education presents an analysis of the findings emerging from all the FPIES project activities, country reports, study visits and study visit reports.
  • The Policy Guidance Framework (PGF) will be the main output of the FPIES project. This document will present meta-level findings, information collected and analysed from across countries. The aim is to present guidance to policy makers for inclusive education and is being developed with and validated by the ministerial representatives of all Agency member countries.
compulsory education
financing

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