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This report focuses on the 2016 EASIE dataset. The data from participating countries is from the 2014/2015 school year and the dataset was processed from 2016 onwards.
This report provides an analysis and findings relating to inclusive education systems emerging from the Financing Policies for Inclusive Education Systems (FPIES) project (2016–2018). FPIES was co-funded by the Agency and the European Commission’s Erasmus+ Key Action 3 ‘Forward-Looking Cooperation Projects’ framework.
The Italian Ministry of Education, University and Research (MIUR) is responsible for general administration at national level. It guarantees the uniformity of national educational provision by laying down, among other things:
This document presents information on new legislation – laws and policies – for special needs and/or inclusive education that has been introduced in Agency member countries in recent years.
As far as possible, information on updates from countries concerns four main areas:
Evidence shows that quality early childhood education (ECE) can significantly enhance the lifelong learning and future active citizenship of all children. This has made quality ECE provision a priority concern of policy-makers and international and European organisations such as the Organisation for Economic Co-operation and Development (OECD), United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children’s Fund (UNICEF) and the European Commission.
Each of the Assessment Country Reports has been indexed using an agreed set of key terms. Use the links below to download MSWord files of the complete indexed county report.
On 8 November 2017, the Agency hosted a meeting with representatives of the project ‘Europe begins in Lampedusa’. Mr Renato Girelli from the European Commission, Mr Raffaele Ciambrone, representative from the Italian Ministry and Agency Representative Board member, Mr Tereke Bhrane, President of ‘Comitato 3 Ottobre’ together with a delegation of students and teachers from three Italian high schools from Lampedusa, Rome and Trieste, joined the Agency office in Brussels.
A series of events entitled ‘Europe begins in Lampedusa’ took place for the second consecutive year on the island of Lampedusa in Italy, between 30 September and 3 October 2017. The Italian Ministry of Education organised the event together with the Italian Ministry of Interior, the association ‘Comitato 3 ottobre’ and the Municipality of Lampedusa and Linosa.
This Self-Reflection Tool was developed as part of the Agency's 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 IECE for all children. To that end, a need was detected for a tool that all professionals and staff could use to reflect on their setting’s inclusiveness, focusing on the social, learning and physical environment. This tool is intended to help improve settings’ inclusiveness.
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.