We carry out projects involving our extensive network in Agency member countries. The aim is to provide member countries and stakeholders at the European level with evidence-based information and guidance on implementing inclusive education systems.
Read about the various Agency projects in detail below.
For further information on any of the Agency projects, please contact the Secretariat: firstname.lastname@example.org
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.
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 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.
The Raising the Achievement of All Learners in Inclusive Education project aims to provide evidence of effective practice in raising achievement and building the capacity of schools and communities to include and support all learners. This work builds on the previous Raising Achievement for all Learners (RA4AL) Agency project.
The ICT4IAL project is a multi-disciplinary network of European and international partners that represent both learning and ICT communities aiming to raise awareness and increase the visibility of the issue of accessible information provision and its relevance for equitable lifelong learning opportunities and support accessible information provision within organisation.
The ICT4I project focuses on the use of ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education.
The Organisation of Provision to Support Inclusive Education project collected information on how Agency member countries organise and evaluate provision for learners with disabilities in mainstream schools, and provides an analysis of policy and practice that had a major influence on the success of inclusive education.
The RA4AL project aims to address the ways in which inclusive policy and practice can raise the achievement of all learners.
This project aims to identify and investigate the relevant key aspects of VET programmes for learners with SEN, with a clear link to employment opportunities. In particular, the project investigates what works in VET for learners with SEN and why.
Policy makers working in inclusive education need to know what qualitative and quantitative information to collect and the best methods of doing this in order to map the implementation of policies for inclusive education. The goal for the MIPIE project is to provide them with clear proposals on agreed signposts to track progress towards educational inclusion.
This project set out to use existing European and international policy and standards for information accessibility as a basis for discussing the implications, as well as the practical implementation of accessible information provision within lifelong learning.
The TE4I project investigated how all teachers are prepared via their initial training to meet the needs of more diverse learners in the classroom, seeking answers for the following key issues: What kind of teachers do we need for an inclusive society in a 21st century school? and What are the essential teacher competences for inclusive education?