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Emerging technologies present clear challenges, but also huge opportunities for widening access and participation in inclusive education.
Everything about us, with us! Young people should be directly involved in all decision-making concerning them.
Raising the achievement of all learners requires collaborative working across all levels of the system – and among all services in local communities.
Monitoring the effectiveness of systems for inclusive education is a clear policy priority for many European countries.
Policy makers and decision makers should reflect upon the extent to which national legislation ensures that children – in particular those who are vulnerable to marginalisation and exclusion – are at the forefront of policy making.
Inclusive education systems are a vital component of more socially inclusive societies, an ideal which all Agency member countries align themselves with, both ethically and politically.
Policy makers require wide-ranging information from a variety of complementary approaches to data collection in order to inform policy developments for inclusive education.
Follow-up is required to safeguard the transition from education to employment, which leads to sustainable jobs in the open labour market.
The vision of a more equitable education system requires teachers who are equipped with the competences to meet a range of diverse needs.

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