The Agency aims to offer an accessible experience for website visitors. This includes the option to translate content into multiple languages.
The translation and text-to-speech features on this website are automated. There may be inaccuracies and inconsistencies in the translations. If in doubt, please refer to the English version of the website. You may also contact us with feedback.
The Accessibility page contains further resources and details about website accessibility. The Easy to Read section presents key information about the Agency in an easy to read format.
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.
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.
This report presents the methodology and materials developed within the first three phases of the Country Policy Review and Analysis (CPRA) activities.
The EASIE Key Messages and Findings (2014 / 2016) report highlights the key messages and main findings from the first two EASIE datasets and Cross-Country Reports.
This report focuses on the 2016 EASIE dataset. The data from participating countries is from the 2014/2015 school year and the dataset was processed from 2016 onwards.
Information on individual countries' approaches to Raising Achievement are now available online in the form of 22 individual country reports. These reports provide detailed information, collected via the project survey, on the specific legislation, policy and strategies for raising the achievement of all learners in inclusive settings. Many reports also provide practice examples.
Evidence shows that quality early childhood education (ECE) can significantly enhance the lifelong learning and future active citizenship of all children. This has made quality ECE provision a priority concern of policy-makers and international and European organisations such as the Organisation for Economic Co-operation and Development (OECD), United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children’s Fund (UNICEF) and the European Commission.
The 2014 Dataset Cross-Country Report is based on the first European Agency Statistics on Inclusive Education (EASIE) dataset collected in late 2014, early 2015, focusing upon the school year 2012–2013. The report presents the agreed data from participating countries in a cross-country format that has the potential to directly inform the work of national and European level policy- and decision-makers working in the field of education.
This Self-Reflection Tool was developed as part of the Agency's Inclusive Early Childhood Education (IECE) project, which ran from 2015 to 2017. The project aimed to identify, analyse and subsequently promote the main characteristics of quality IECE for all children. To that end, a need was detected for a tool that all professionals and staff could use to reflect on their setting’s inclusiveness, focusing on the social, learning and physical environment. This tool is intended to help improve settings’ inclusiveness.
The development of a growth mindset and moving away from a one-size-fits-all mentality were recurring themes at the Raising Achievement for All Learners in Inclusive Education International Conference. The event took place in Malta on 5–7 2017 April as an official event of Malta’s Presidency of the Council of the European Union (EU). It ran in parallel with the Agency's bi-annual meeting of ministerial representatives from 30 member countries, who joined the plenary sessions.