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This report provides an overview of the Agency’s Raising the Achievement of All Learners in Inclusive Education project (2014–2017). The Raising Achievement project aimed to provide evidence of effective practice in raising achievement and building capacity to meet a diverse range of learner needs.
Early school leaving (ESL) is broadly defined as the phenomenon of young people leaving formal education before completing upper-secondary schooling.
Between 2015 and 2016, the Agency conducted a project on Early School Leaving, which resulted in two reports. The first report was a review of the ESL research evidence focusing on Europe.
This report is a summary of the synthesis report that brings together the main findings of the Inclusive Early Childhood Education (IECE) project. The summary report focuses on the project’s three new contributions to policy-making, research and practice in IECE. These are:
International organisations and the European Union (EU) regard high-quality Early Childhood Education (ECE) as an essential foundation for lifelong learning. Participation in high-quality pre-primary education has long-lasting positive effects on children’s development and the benefits are greater for children from a disadvantaged background. This literature review is part of the Agency's Inclusive Early Childhood Education (IECE) project.
This document presents information on new legislation – laws and policies – for special needs and/or inclusive education that has been introduced in Agency member countries in recent years.
As far as possible, information on updates from countries concerns four main areas:
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.
The Articles of Association describe EASNIE’s overall aims, objectives and board procedures. They outline EASNIE’s role and tasks and those of its governing bodies.
The annual Work Programmes set out the Agency’s short-term priorities and outline the main activities scheduled for the year in question.
The Work Programme in Brief gives a short overview of the priorities set out in the annual work programme.
The Work Programme 2022, 2023, 2024 and 2025, as well as the Work Programme 2022, 2023, 2024 and 2025 in Brief are available below.
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.