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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.
Inclusive education is not only about policies to support individual learners. A comprehensive range of policies at all levels must refer to and implement inclusive education.

Infographic: Voices into Action

screenshot of the VIA infographic

This infographic, available in all Agency languages, was developed as part of the Voices into Action (VIA) activity. It presents the VIA Framework for Meaningful Participation in Inclusive Education. Policy-makers, school leaders, teachers and other stakeholders can use the framework to encourage meaningful participation of learners and families in educational decision‑making across all education levels.

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Collaborative work within ministries of education, and with other ministries, institutions and authorities, is a prerequisite to ensure coherent policies for inclusive education.
Sustainable development towards inclusive education requires a combination of three policy approaches – prevention, intervention and compensation.
An effective governance plan sets out clear roles and responsibilities, opportunities for collaboration and levels of autonomy throughout all system levels.
Inclusive education systems require a strategy to increase participation in quality inclusive early childhood education and support families experiencing disadvantage.
A single curriculum framework is needed that is sufficiently flexible to provide relevant opportunities for all learners, and an assessment framework that recognises and validates attainment and wider achievement.
A strategy is needed to support all learners at times of transition between phases of education – and particularly as they move into adult life.
A comprehensive quality assurance and accountability framework for monitoring, review and evaluation will support high-quality provision for all learners.
Flexible mechanisms for funding and resource allocation must support the on-going development of school communities and enable them to increase their capacity to respond to diversity and to support all learners, without a formal diagnosis or label.
Within legislation and policy, there must be a clear concept of equitable high-quality inclusive education, which should inform a single legislative and policy framework for all learners as the basis for rights-based practice.

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