Europe & North America

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.

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

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.

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.

This paper outlines a short programme of work designed to follow up on the Agency’s Raising the Achievement of All Learners in Inclusive Education (Raising Achievement – RA) project, which ran from 2014 to 2017. It describes the purpose of the follow-up study, outlines the methodology used and describes the main changes to policy and practice that can be attributed to the project in full or in part, directly or indirectly. Finally, it highlights key learning points from this work for different stakeholder groups in the RA project.