Europe & North America | Inclusive Education in Action

Defending the ‘right to the city’: how cities include migrants and refugees in and through education

TOY for Inclusion Play Hubs: a non-formal, inclusive, community-based Early Childhood Education and Care (ECEC) model for disadvantaged young children, especially from migrant and minority groups in Europe

Read more about TOY for Inclusion Play Hubs: a non-formal, inclusive, community-based Early Childhood Education and Care (ECEC) model for disadvantaged young children, especially from migrant and minority groups in Europe

TOY for Inclusion (2017–present) aims to:

Inclusive education for persons with disabilities – Are we making progress? Background paper prepared for the International Forum on Inclusion and Equity in Education – Every Learner Matters, Cali, Colombia, 11–13 September 2019

Read more about Inclusive education for persons with disabilities – Are we making progress? Background paper prepared for the International Forum on Inclusion and Equity in Education – Every Learner Matters, Cali, Colombia, 11–13 September 2019

Cali commitment to equity and inclusion in education

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Preventing School Failure: A Review of the Literature

Read more about 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.

Financing Policies for Inclusive Education Systems: Final summary report

Read more about Financing Policies for Inclusive Education Systems: Final summary report

The FPIES project systematically examined different approaches to educational financing and aimed to identify effective funding policy tools that work towards reducing disparity in education. This is a summary report based on the analysis presented in the synthesis report.

Country Policy Review and Analysis: Methodology Report – Revised 2018

Read more about 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.

European Agency Statistics on Inclusive Education: Methodology Report – Updated 2018

Read more about European Agency Statistics on Inclusive Education: Methodology Report – Updated 2018

A Methodology Report has been prepared to put the European Agency Statistics on Inclusive Education (EASIE) work into a clear context. It presents the relevant information about what has been done, how and why within the EASIE activities. It describes the methodology applied to the data collection exercise conducted in 2018 (covering the 2016/2017 school year). This is the second version of the EASIE Methodology Report. The first version describes the 2014 and 2016 data collection exercises (covering the 2012/2013 and 2014/2015 school years, respectively).

Supporting Inclusive School Leadership: Policy review

Read more about 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.