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This review presents the developments in international and European policy related to information and communication technology (ICT) and education, with a special focus on ICT to support inclusive education. It is one of the outputs of the Agency's ICT for Inclusion (ICT4I) project (2012–2013).
The Raising Achievement for All Learners (RA4AL) project (2011–2012) set out to identify the issues that need to be explored and strategies at the policy level that appear to be successful in raising the achievement of all learners.
This report synthesises the key issues and findings arising from the RA4AL conference and other activities carried out during the one-year project, including a review of past Agency projects and recent academic research. It aims to collate information about how best to engage all learners and raise their achievement.
The Agency's special needs education (SNE) data collection is a biennial exercise, with data provided by the Representatives of the Agency member countries. In all cases, this data is from official ministerial sources. All data refers to pupils officially identified as having special educational needs (SEN), as defined in the country in question. All the data presented in this document has been collected in line with each country’s own legal definition of SEN. These definitions are also provided in the texts.
The Raising Achievement for All Learners (RA4AL) key project messages summarise the information from the RA4AL project synthesis report. This includes:
The Raising Achievement for all Learners conference was held on 13–15 June 2012 in Odense, Denmark. The conference, co-hosted by the Agency and the Danish Ministry of Education and the Odense municipal authorities, was recognised as an event held under the Danish Presidency of the European Union.
The conference aimed to:
This paper gives an overview of the conclusions and recommendations of the Accessible Information Provision for Lifelong Learning (i-access) project. It highlights how these recommendations can support the implementation of existing European Union and international policy priorities.
This paper gives an overview of the main conclusions and recommendations of the Agency analysis on the topic of Multicultural Diversity and Special Needs Education. It highlights how the project recommendations may also contribute to other European Union (EU) and international policy priorities.
This paper gives an overview of the findings of the Agency project on Mapping the Implementation of Policy for Inclusive Education (MIPIE). It highlights how the project recommendations may contribute to European Union and international policy initiatives.
The VET study visits took place between November 2010 and June 2012 and comprised 28 study visits to the selected VET examples. The detailed reports are available to download below. In some cases, additional files like presentations from study visits are also available in the ZIP file.
In order to better understand the VET project outcomes, it is essential to have a general overview of the relevant situation in each of the countries involved. The project made use of existing information from relevant national reports, namely the CEDEFOP country reports on VET systems. All participating countries had previously produced CEDEFOP reports, which were then updated by the national experts where they were out of date as a result of changes that have taken place in the respective country’s VET system.