The Raising Achievement for All Learners (RA4AL) project (2011–2012) set out to identify the issues that need to be explored and strategies at the policy level that appear to be successful in raising the achievement of all learners.

This report synthesises the key issues and findings arising from the RA4AL conference and other activities carried out during the one-year project, including a review of past Agency projects and recent academic research. It aims to collate information about how best to engage all learners and raise their achievement. 

The Agency's special needs education (SNE) data collection is a biennial exercise, with data provided by the Representatives of the Agency member countries. In all cases, this data is from official ministerial sources. All data refers to pupils officially identified as having special educational needs (SEN), as defined in the country in question. All the data presented in this document has been collected in line with each country’s own legal definition of SEN. These definitions are also provided in the texts. 

The Raising Achievement for All Learners (RA4AL) key project messages summarise the information from the RA4AL project synthesis report. This includes:

This paper gives an overview of the conclusions and recommendations of the Accessible Information Provision for Lifelong Learning (i-access) project. It highlights how these recommendations can support the implementation of existing European Union and international policy priorities.

This paper gives an overview of the main conclusions and recommendations of the Agency analysis on the topic of Multicultural Diversity and Special Needs Education. It highlights how the project recommendations may also contribute to other European Union (EU) and international policy priorities.

This paper gives an overview of the findings of the Agency project on Mapping the Implementation of Policy for Inclusive Education (MIPIE). It highlights how the project recommendations may contribute to European Union and international policy initiatives.

This paper gives an overview of the main conclusions and recommendations from Phase 1 of the Agency project on Assessment in Inclusive Settings. It highlights how the project recommendations may contribute to international and European Union policy priorities in the field.

This report summarises the main findings of the one-year Accessible Information for Lifelong Learning (i-access) project, which ran from 2011 to 2012. The project was co-financed by a European Community Grant under the Lifelong Learning Transversal Programme, Key Activity 1: Policy Co-operation and Innovation.

This Profile of Inclusive Teachers is one of the main outputs of the Teacher Education for Inclusion (TE4I) project. TE4I as a goal for all initial teacher education (ITE) students was a key recommendation of the project synthesis report; the Profile builds on this and the other findings presented in the project synthesis report.

In November 2011, the Agency hosted a Hearing at the European Parliament in Brussels. The Agency member countries nominated 88 young people, both with and without special educational needs and/or disabilities, from secondary and vocational education, to discuss what inclusive education means to them.