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This report describes the purpose of the Raising Achievement project Follow-up Study, the methodology used and the main changes to policy and practice attributed to the project.
Information about partners and links to their Country Reports and Country Study Visit Reports are available from these links:
This tool is designed to be used by policy-makers responsible for developing and implementing policies for inclusive education at national, regional and/or local levels.
This document presents the Financing Policy Guidance Framework that has been developed through the Financing Policies for Inclusive Education Systems (FPIES) project, conducted between 2016 and 2018.
This Conceptual Framework outlines the theoretical basis for the Financing Policies for Inclusive Education Systems (FPIES) project. The Conceptual Framework aims to:
This document presents an analysis framework that has been developed to map inclusive education policies. Specifically, it has been developed to systematically record available documentary evidence on country policies for inclusive education in a highly structured way, as a result of the different aspects of policy analysis work conducted by the Agency.
The overall goal of the Supporting Inclusive School Leadership project is to investigate how to effectively develop and promote inclusive school-level leadership through national- and local-level policy frameworks and support mechanisms.
This literature review aims to examine the available international and European literature (post-2012 and key literature published earlier) in order to:
Attention to the topic of school leadership has grown in recent years as research has shown the key role played by school leaders and their influence on learner outcomes. In the context of increasing school autonomy in many countries, this role’s profile and complexity have increased, as has recognition of the need for support.
A Methodology Report has been prepared to put the European Agency Statistics on Inclusive Education (EASIE) work into a clear context. It presents the relevant information about what has been done, how and why within the EASIE activities. It describes the methodology applied to the data collection exercise conducted in 2018 (covering the 2016/2017 school year).
This document presents the methodology and materials developed within the Country Policy Review and Analysis (CPRA) activities. This version of the report presents an update to the information presented in the original Methodology Report and it covers the work now conducted in three phases of the CPRA work, involving the following countries: