Europe & North America
TOY for Inclusion (2017–present) aims to:
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.
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.
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.