Policy makers require wide-ranging information from a variety of complementary approaches to data collection in order to inform policy developments for inclusive education.

The United Nations Convention on the Rights of Persons with Disabilities (2006), the European Disability Strategy 2020 as well as the ET 2020 strategic objective relating to equity in education, all act as key drivers for inclusive education in countries. All of these international policy initiatives require systematic data collection to provide evidence of country compliance with relevant articles and objectives for inclusive education.

This is one of the key findings of the Agency’s MIPIE project and fully discussed in the project synthesis report.

 

 

 

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