All Agency member countries are committed to working towards more inclusive education systems. They do so in different ways, depending on their past and current contexts and histories.

An inclusive approach requires a move away from ‘formal’ assessment and labelling, with separate educational provision for different groups. Central to this commitment and understanding of inclusive education are the legal definitions countries have to identify (and potentially label) learners to make provision available for them.

The Agency’s data collection activity (EASIE) provides clearly focused data that informs country policy priorities on inclusive education, the European Commission’s strategic objectives on inclusive education and the implementation of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (2006).

The Key Principles publications systematically present recurring messages in Agency work that support the implementation of high-quality education for all learners.

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.