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Regional working groups focus on inclusive transitions in Greece
A series of working group meetings have taken place as part of the project 'Implementation of the European Child Guarantee – Promoting Inclusive Education in Greece, Phase 2'.
European Agency Statistics on Inclusive Education available for the 2021/2022 school year
As part of its annual data collection work, the Agency has published new data for the 2021/2022 school year.
eBulletin September 2024
The eBulletin presents updates and news on activities from the Agency and its member countries.
Schools as Inclusive Hubs seminar in Finland
The seminar provided a platform for engaging discussions on how schools can better serve diverse learners.
Preventing School Failure: Examining the Potential of Inclusive Education Policies at System and Individual Levels
The Preventing School Failure (PSF) project highlights the link between school failure and inclusive policies. It particularly aims to examine the evidence to suggest that inclusive education policies have the potential to prevent school failure – both in relation to individuals and the overall system.
35 years of Jean Monnet actions: Anniversary conference
The Jean Monnet actions have been providing funding to support education and training research in the European Union since 1989.
Ensuring ethical societies: Agency bi-annual meeting
Agency country representatives gathered in Warsaw, Poland, on 6–7 November 2024 for the Agency’s autumn bi-annual meeting.
European Agency Statistics on Inclusive Education – Shadow Cross-Country Report: 2020/2021 School Year
This report aims to provide a comprehensive resource to inform possible future directions for the European Agency Statistics on Inclusive Education (EASIE).
Multi-Annual Work Programme 2021–2027
The Multi-Annual Work Programme 2021–2027 presents the Agency’s long-term priorities.
Work Programmes
The annual work programmes set out the Agency's short-term priorities.
Guidance for Establishing a Culture of Effective Communication in Education
This guidance aims to encourage decision-makers to reflect on the communication structures and processes in place in their education systems.
Legislative Definitions around Learners Vulnerable to Exclusion
The Legislative Definitions around Learners Vulnerable to Exclusion desk research activity addresses how Agency member countries legally define concepts around learners who are vulnerable to exclusion.
European Agency Statistics on Inclusive Education: 2021/2022 School Year Dataset Cross-Country Report
This report focuses on the 2021/2022 school year dataset. It covers pre-primary, primary, lower-secondary and upper-secondary education.
Peer-learning event in Scotland highlights learner participation
The event took place as part of the Agency’s Thematic Country Cluster Activities.
Teacher Professional Learning for Inclusion
The Teacher Professional Learning for Inclusion (TPL4I) project sets out to explore key aspects of this issue. The initial project work aims to identify the essential policy elements needed to prepare all teachers to include all learners.
Cross-Country Report published on 2021/2022 school year data
The Agency has published the latest European Agency Statistics on Inclusive Education Cross-Country Report for the 2021/2022 school year.
Reaching out to all learners: UNESCO-IBE resource pack
The UNESCO-IBE ‘Reaching out to all learners’ resource pack supports inclusion and equity in education.
Implementation of the Child Guarantee – Promoting inclusive education in Greece, phase 2
The final conference of the Technical Support Instrument project in Greece took place on 23 September in Athens.
Country Policy Review and Analysis
The goal of the Country Policy Review and Analysis (CPRA) work is to aid country reflection regarding the development of policy for inclusive education. It aims to act as a tool for stimulating discussion in the country concerned.
Voices into Action: Including the Voices of Learners and their Families in Educational Decision-Making
The Voices into Action (VIA) project examines the critical issue of involving the voices of learners and their families and how to effectively include them in decision-making.