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This self-review tool has been developed developed in the framework of the Financing Policies for Inclusive Education Systems (FPIES) project, and is part of the FPIES Policy Guidance Framework. The 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. The tool has the clear intention of supporting reflection on financing policies for inclusive education with decision-makers working in different social sectors – education, health, welfare, etc.

It also investigates accountability in education, analyzing how all relevant stakeholders can provide education more effectively, efficiently and equitably. The report examines different accountability mechanisms that are used to hold governments, schools, teachers, parents, the international community, and the private sector accountable for inclusive, equitable and quality education.

Specifically, it seeks to enhance knowledge on the relevance of secondary education and curricula, especially for youth, and addresses the need to regain young learners’ trust in education and to arrive at more positive social constructions of youth among educators, parents and education authorities. In so doing, this study explores the subjective dimension