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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 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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This project aims to identify and investigate the relevant key aspects of VET programmes for learners with SEN, with a clear link to employment opportunities. In particular, the project investigates what works in VET for learners with SEN and why.
Policy-makers working in inclusive education need to know what qualitative and quantitative information to collect and the best methods of doing this in order to map the implementation of policies for inclusive education. The goal for the MIPIE project is to provide them with clear proposals on agreed signposts to track progress towards educational inclusion.