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All countries need to track the implementation of new educational policies and legislation. The justifications and pressures for mapping such developments are very clear at international, European and national levels.
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All Agency country representatives highlighted the topic of Teacher Education for Inclusion (TE4I) as a top priority. The Agency project started in 2009 and ended with a final project conference in February 2012. All information from the project activities is available on the TE4I web area.
This policy paper gives an overview of the project conclusions and recommendations. It highlights how the project recommendations may also contribute to other European Union and international policy priorities.
The programme for the TE4I country study visit held on 28–30 March 2011 can be downloaded here.
Presentations included:
During the TE4I project all participating countries were invited submit proposals to host visits that would address key themes of the TE4I project. The country submissions were then considered by the Project Advisory Group and project staff team and visits scheduled in accordance with pre-determined criteria including the relevance of the theme proposed, possibilities to explore practice of different approaches to initial teacher education and achieving a balance of geographic representation of countries.
The Early Childhood Intervention update project was based on an analysis of Early Childhood Intervention in 19 European countries that the Agency conducted in 2003–2005. The project update in 2009–2010 aimed to build on the main outcomes and recommendations of the first Agency analysis. Twenty-six countries participated in the update project.
The project final report makes recommendations presented in two parts. The first set of recommendations directly relate to teacher education and are, therefore, directed mainly towards professionals working in this area. A second set of recommendations is directed towards policy makers who will need to provide a coherent policy framework for managing the wider, systemic change necessary to impact on teacher education for inclusion.
One of the key activities for the MIPIE project has been to collect overview information on data collection work already going on in participating countries. In particular, it was agreed to collect information from countries in line with the data collection priorities highlighted by policy makers in the Brussels conference:
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