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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.
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.
Information on individual countries' approaches to Raising Achievement are now available online in the form of 22 individual country reports. These reports provide detailed information, collected via the project survey, on the specific legislation, policy and strategies for raising the achievement of all learners in inclusive settings. Many reports also provide practice examples.
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.
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.
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.
A long-awaited joint workshop for Agency Representative Board members and European Agency Statistics on Inclusive Education (EASIE) data experts took place in Tallinn, Estonia, from 26–28 September 2017. The meeting was an associated event of the Estonian Presidency of the Council of the European Union. The rationale for inviting a mixed group of policy-makers and data experts was to collect inputs and reach outline agreements on areas for future data collection and on ways to improve current data collection tools and procedures.
Inclusive education has been a leading principle for the management of education in Estonia since the Basic Schools and Upper-Secondary Schools Act was enacted in 2010. A recent research project, entitled ‘Inclusive education of SEN students and the effectiveness of related support measures’, mapped the situation around early detection of and support for learners with special educational needs (SEN). It found that more learners with SEN are attending mainstream schools, but they are mostly educated in separate special classes.
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.