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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.

Supporting Inclusive School Leadership: Policy review

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. This document summarises recent international and European-level policy documents that are relevant to school leadership.

Supporting Inclusive School Leadership: Literature Review

This literature review aims to examine the available international and European literature (post-2012 and key literature published earlier) in order to: identify key concepts underpinning policy and practice for inclusive school leadership; agree operational definitions of key terms and concepts to be used during the project. The literature review, as well as a parallel policy review, also underpins the development of a conceptual framework for examining and exploring inclusive school leadership, and a review and ‘mapping’ of country policy that impacts on school leadership.

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

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