Across the education sector

Preventing School Failure: A Review of the Literature

The project focuses on desk research, which incorporates two parallel strands. The first strand reviews and analyses European and international research literature on preventing school failure. The second strand focuses on existing national policy measures for preventing school failure. This review of the literature is the result of the first strand of project activities. It gives an overview of European and international research on the prevention of school failure in relation to inclusive education. It aims to identify ways that inclusive education can prevent school failure.

Country Policy Review and Analysis: Methodology Report – Revised 2018

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: Phase 1 pilot countries: France, Italy, Lithuania, Malta, Norway, Portugal, United Kingdom (England) and United Kingdom (Scotland). Phase 2 countries: Belgium (French community), Estonia, Greece, Hungary, Latvia, Slovakia and Spain. Phase 3 countries: Cyprus, Czech Republic, Poland, Serbia, Slovenia and Sweden.

Analysis Framework for Mapping Inclusive Education Policies

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. This analysis framework has notably been directly used in some of the projects financed by within the European Commission Structural Reform Support Programme (SRSP) activities.

Financing Policies for Inclusive Education Systems: Project Conceptual Framework

The Conceptual Framework aims to: -synthesise the research knowledge base in relation to financing inclusive education, drawing on past work with European countries by the Agency, as well as wider European and international sources; -identify European policy-makers’ priorities for examining financing policies and mechanisms; -identify factors that policy-makers consider to constitute innovation in policy development; -provide an analytical framework for the agreed project methodology that will be trialled and evaluated in terms of its potential for examining policy issues, developments and

Financing Policies for Inclusive Education Systems: Policy Guidance Framework

The FPIES Policy Guidance Framework focuses upon the what and why of financing inclusive education systems that apply across all member country situations. The how and when of funding are issues that must be identified, discussed and considered within specific country contexts. The Financing Policy Self-Review Tool incorporated within this document can serve as a possible starting point for self-reflection that supports such discussions in countries.

Financing Policies for Inclusive Education Systems: Financing Policy Self-Review Tool

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.

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