The Guidance for Establishing a Culture of Effective Communication in Education is the result of the Building Resilience through Inclusive Education Systems (BRIES) activity. BRIES looked at how education systems in Europe have been affected by the COVID-19 pandemic, the lessons learnt, and how to turn the crisis into an opportunity to build resilience and foster well-being.

This report provides details of the conceptual framework – models and theories – used and methodology applied in the Building Resilience through Inclusive Education Systems activity.

This report focuses on the 2020/2021 school year dataset. It covers pre-primary, primary, lower-secondary and upper-secondary education.

The Country Policy Development Support (CPDS) activity is central to the Agency’s role as an agent for policy change in inclusive education. CPDS supports reflection on country policy development and implementation issues for inclusive education. Its overall goal is to support countries from where they are in their policy development and implementation work. 

This think piece presents key changes in thinking and concepts around inclusive education and developments in digital technology.

This literature review documents and discusses recent findings from international and academic literature relating to three priority areas for inclusive education systems.

This document presents new legislation – laws and policies – for special needs and/or inclusive education that has been introduced in Agency member countries in recent years.

This report focuses on the 2019/2020 school year dataset. It covers pre-primary, primary, lower-secondary and upper-secondary education.

The Voices into Action (VIA) activity examined how to meaningfully involve the voices of learners and their families in educational decision-making processes. It aimed to:

The CROSP Policy Self-Review Tool aims to enable stakeholders to reflect and develop a continuum of support for inclusive education.