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On 16 October 2015 the Luxembourg Presidency of the European Union hosted the Agency’s fourth Hearing entitled ‘Inclusive education: Take action!’. Seventy-two young people with and without disabilities had the opportunity to discuss how their schools and communities ensure an inclusive education for them and what potential obstacles they are still facing in their education and their day-to-day lives.
The Financing of Inclusive Education project activities have focused on information collection via desk research and country data gathering in order to provide an update on the previous Agency financing study, as well as build on the findings of other Agency and international work.
The Representative Board is our governing body. It is responsible for strategic decision-making relating to our operations, including approving multi-annual and annual work programmes and budgets, thematic work areas and activities. The member countries’ ministries of education appoint the Representative Board members.
The Representative Board elects the Management Board from its members on a rotating basis. The Management Board ensures that plans and decisions are implemented efficiently and effectively.
Detailed information about the National Organisation of Provision was collected in the framework of the Organisation of Provision to Support Inclusive Education project.
Country information was collected from participating countries via a questionnaire which focused on:
On 4 February 2015 the Agency presented the External Audit Report for Malta, commissioned in November 2013 by the Maltese Minister for Education and Employment, Mr Evarist Bartolo.
The Organisation of Provision to Support Inclusive Education project (2011–2014) examined the following key question: how are systems of provision organised to meet the needs of learners identified as having disabilities in inclusive settings within the compulsory school sector?
This report draws together the key issues examined during the project activities and presents a series of recommendations for the organisation of provision and practice to improve support for all learners in mainstream schools, particularly those with disabilities.
Agency policy briefs are aimed at policy-makers. They provide concrete recommendations which may contribute to European Union and international policy initiatives.
This document addresses policy-makers and practitioners. It has been drafted based on the findings of the Agency's Vocational Education and Training (VET) project.
The flyer below presents a list of 20 key factors identified in the course of the project in the majority of the practices analysed.
The 20 key factors that lead to successful VET results – with a clear link to employment opportunities – are:
Agency policy briefs are aimed at policy-makers. They provide concrete recommendations which may contribute to European Union and international policy initiatives.
This policy brief builds on the outcomes of the Agency's Information and Communication Technology for Inclusion (ICT4I) project (2012–2013), which examined the use of ICT to support the learning of learners with disabilities and special educational needs in inclusive settings within compulsory education.