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The Agency's Financing Policies for Inclusive Education Systems (FPIES) project aims to identify coherent financing mechanisms for inclusive education. By working with policy-makers for inclusive education in six Agency member countries, the project will examine how these mechanisms operate. It will identify and assess the critical levers impacting the effectiveness of funding policy mechanisms.
The European Agency for Special Needs and Inclusive Education (the Agency) is an independent organisation. It acts as a platform for collaboration for the ministries of education in our 31 member countries.
Our work focuses on improving all learners’ achievement at all levels of inclusive lifelong learning. This enhances learners’ life chances and opportunities for actively participating in society.
The Agency’s Country Policy Review and Analysis (CPRA) activity started in 2015, involving eight member countries. This work has been developed in order to provide a new form of individualised country information, the results of which have now been published.
A main task of the Financing project has been to develop visual overviews that map the funding mechanisms underpinning each country's system for inclusive education.
The links below are to diagrams of the particular funding mechanisms within inclusive education used by each country. The diagrams build upon the Eurydice national diagrams which describe the general funding mechanisms of countries’ education systems.
Countries have grown increasingly committed to the aim of inclusive education in recent decades and have developed financial, technical and methodological incentives. As a result, financing of inclusive education has become a crucial topic for evaluating the extent to which existing inclusive education policies effectively meet learners’ rights, improve schools’ capacity to be equitable, effective and efficient, and avoid the short- and long-term costs of exclusion related to lost productivity, human potential, health and poor well-being.
This report is part of the three-year 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 inclusive pre-primary education for all children from three years of age to the start of primary education.
The Financing Policies for Inclusive Education Systems (FPIES) project examines effective funding tools for reducing disparities in inclusive education.
The goal of the Country Policy Review and Analysis (CPRA) work is to aid country reflection regarding the development of policy for inclusive education. It aims to act as a tool for stimulating discussion in the country concerned.
The Raising the Achievement of All Learners in Inclusive Education (RA) project (2014–2017) aimed to provide evidence of effective practice in raising achievement by building the capacity of schools and communities to include and support all learners.
Countries’ systems of funding for education play a critical role in implementing the right to education and in developing inclusive education systems that promote participation and achievement for all learners.