Learning together in schools enables all students to find their place and be included in society.

Follow-up is required to safeguard the transition from education to employment, which leads to sustainable jobs in the open labour market.

Policy to promote ICT for inclusion must consider access, entitlements, training, research and monitoring.

The vision of a more equitable education system requires teachers who are equipped with the competences to meet a range of diverse needs.

In order to break down stereotypes we must first question the concept of ‘normality’.

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.

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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. 

Schools should create strong leadership teams which can distribute tasks among stakeholders to ensure sustainability and secure engagement.

Schools should actively engage with research to support innovative approaches to enable all learners to progress.

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.

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.

School development should be monitored through an ‘inclusive lens’, focusing on equity across all school structures and processes.

Opening Speech of the Agency Bi-annual Meeting in Stockholm, Sweden

The Swedish Minister of Education, Anna Ekström, opens the Agency Bi-annual Meeting in Stockholm, Sweden, in May 2019

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.

Early childhood is a crucial period of learning and development which prepares children for lifelong learning and participation in society.

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.

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.

Exclusionary strategies that deny learners their right to education and inclusive education, and/or unnecessarily label learners as requiring an official decision of special educational needs should be prevented. 

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.

Effective funding mechanisms can be an incentive for inclusive education. They can promote capacity building and empower stakeholders to develop innovative and flexible mainstream learning environments for all learners.