Inclusive School Leadership: Exploring Policies Across Europe
This synthesis report provides an overview of phase 1 of the Supporting Inclusive School Leadership project.
Country Policy Review and Analysis – Methodology Report – Revised 2018
This report presents the methodology and materials developed within the first three phases of the Country Policy Review and Analysis (CPRA) activities.
Financing Policies for Inclusive Education Systems: Final Summary Report
This is a summary report based on the analysis presented in the FPIES project synthesis report which examined fundamental topics that connect funding mechanisms for inclusive education systems to four resourcing issues.
European Agency Statistics on Inclusive Education: Key Messages and Findings (2014 / 2016)
The EASIE Key Messages and Findings (2014 / 2016) report highlights the key messages and main findings from the first two EASIE datasets and Cross-Country Reports.
European Agency Statistics on Inclusive Education: 2016 Dataset Cross-Country Report
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.
Financing Policies for Inclusive Education Systems: Resourcing Levers to Reduce Disparity in Education
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.
Country Partner: Slovenia
FPIES Country Partner: Slovenia
In Slovenia, the Ministry of Education, Science and Sport (Ministrstvo za izobraževanje, znanost in šport) is responsible for education. It has authority to formulate and implement education policies, as well as make system regulations. The Ministry directly or indirectly outlines national programmes and draws up budgets for pre-primary, basic, upper-secondary, higher vocational and higher education.
Inclusive Early Childhood Education: New Insights and Tools – Contributions from a European Study
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.
European Agency Statistics on Inclusive Education: 2014 Dataset Cross-Country Report
The 2014 Dataset Cross-Country Report is based on the first European Agency Statistics on Inclusive Education (EASIE) dataset collected in late 2014, early 2015, focusing upon the school year 2012–2013. The report presents the agreed data from participating countries in a cross-country format that has the potential to directly inform the work of national and European level policy- and decision-makers working in the field of education.
Inclusive Early Childhood Education Environment Self-Reflection Tool
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.