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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.
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 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.
In the framework of the IECE project, countries were asked to identify and describe innovative examples of inclusive practice in early childhood education (ECE) at national level. The project received 32 examples from 28 participating countries. Access the descriptions of inclusive practice at the links below:
The IECE project received 32 descriptions of examples of inclusive practice in early childhood education (ECE) in response to a call for such examples. The project team selected eight examples in eight countries for detailed case study visits. A group of experts from across Europe participated in the visits.
The case study visits involved a meeting with stakeholders, a visit to the inclusive ECE provision and a meeting with the experts to discuss and share observations.
The Financing of Inclusive Education Background Information Report examines key EU-level policy documents and statements on funding of education. It considers work from the European Commission, as well as other international organisations, such as the OECD, UNESCO and its institutes, UNICEF, etc. The report takes account of research on general and special education financing models, as well as those specific to inclusive education. It also incorporates relevant research literature provided by participating countries.