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European Agency Statistics on Inclusive Education (EASIE) 2020 Presentation

This presentation summarises the latest findings and updates about EASIE data collection, which will take place annually from 2020 onwards. EASIE work will continue to focus on developing procedures, indicators and outputs that provide countries with individual, comparative and aggregated data relating to all learners’ access to inclusive education.

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Fostering Collaboration for Inclusive Education

We learn best when we learn together. The European Agency for Special Needs and Inclusive Education is a platform for collaboration and peer learning. The Agency supports the ministries of education of over 30 member countries as they improve their inclusive education policy and practice. It also co-operates with transnational organisations and engages educators, experts, learners and families to ensure high-quality educational opportunities for all.

The subtitles for this video are available in 25 languages. If subtitles do not appear automatically, you can enable them by clicking the rectangular 'CC' icon at the bottom of the video. Then click the gear icon next to it to access the settings menu. In this menu, there is an option to select a 'Subtitles/CC' language. Here you can select your language.

Funding and resourcing systems that balance efficiency, effectiveness and equity issues are clearly linked to regulatory frameworks focusing on overall system governance, accountability and improvement.

Cor J.W. Meijer at UNESCO’s Forum on Inclusion & Equity in Education

Agency Director Cor J. W. Meijer takes part in a panel discussion on ‘Inclusion and Equity in and for Sustainable Development Goal 4 (SDG4)’ at the UNESCO International Forum on Inclusion and Equity in Education in Cali, Colombia in September 2019.

The Forum provided a platform for debate and a place to share innovative policies, programmes and practices in inclusive education and review the progress made in policy and practice since the Salamanca Statement was adopted in 1994. At the end of the Forum, participants reaffirmed their commitment to equity and inclusion in education in a new statement of intent, the Cali Commitment to equity and inclusion in education.

Flexible financing systems must ensure a school development approach. This approach should build learning communities through the development of innovative and flexible forms of teaching that combine performance and equity.
Process factors close to children’s everyday life in early childhood education have the greatest impact on the quality of children’s experience and outcomes.
The positive benefits of early childhood education directly relate to and depend upon high-quality structural and process elements, such as funding and parental involvement.
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Financing Policies for Inclusive - Final Outcomes

Over the three year project period, a range of materials and outputs have been developed in collaboration with the partners. 

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Early childhood is a crucial period of learning and development which prepares children for lifelong learning and participation in society.
Education systems need to move from compensatory approaches, towards more pro-active intervention and prevention approaches that increase all schools’ capacity to provide high-quality support to all learners.

The Agency's Vision for Inclusive Education Systems

Our ultimate vision for inclusive education systems is to ensure that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community, alongside their friends and peers.

The subtitles for this video are available in 25 languages. If subtitles do not appear automatically, you can enable them by clicking the rectangular 'CC' icon at the bottom of the video. Then click the gear icon next to it to access the settings menu. In this menu, there is an option to select a 'Subtitles/CC' language. Here you can select your language.

Education systems should focus on continuous support for teachers and school leaders in order to increase schools’ capability to raise the achievement of all learners.
School development should be monitored through an ‘inclusive lens’, focusing on equity across all school structures and processes.
Schools should actively engage with research to support innovative approaches to enable all learners to progress.

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