Europe & North America
It also investigates accountability in education, analyzing how all relevant stakeholders can provide education more effectively, efficiently and equitably. The report examines different accountability mechanisms that are used to hold governments, schools, teachers, parents, the international community, and the private sector accountable for inclusive, equitable and quality education.
The report highlights, through a data lens, the enormous task ahead for countries in meeting the 2030 Agenda for children. Through the development of projections to 2030, the report identifies areas where greater efforts are needed and reveals the alarming inadequacies of data to track progress. It also examines trends among subsets of children, including girls and boys, and children in urban and rural areas, to identify groups of children most at risk of being left behind.
The main aim of this initiative is to encourage an interdisciplinary awareness of the importance of understanding inclusion and ‘diverse’ and ‘additional’ learner needs. This is achieved through developing the knowledge and skills of current and future professionals who recognise, support and advocate ‘inclusion’ in a wide range of educational and alternative settings.
To achieve maximum personal development and abilities of our learners, users and workers, both deaf and hearing, through a comprehensive education. This education is based on an inclusive project that values and meets the educational and communication needs of our entire community in oral language, sign language and alternative systems.
The project’s main aim is to identify people with disabilities and people with chronic illnesses who live in Cyprus and in Greece (which is geographically and linguistically close to Cyprus), whose biographies and work could be used to promote inclusive education values. The material collected is digitised and published on a website that is widely disseminated. It has been used in studies seeking to identify the value of employing such material in the school curriculum (refer to website for references).
The CPRA activities have been conducted since late 2014 and have had the following objectives:
The policy vision, aims and objectives frame quality education in the context of inclusive education. Both quality and inclusion work together to create learning environments that enhance the learning and life opportunities for each student.
A key objective is to enhance the quality of the learning experience for each student in each class, but also to address the contextualised learning opportunities that can result in two teachers working in the same classroom at the same time.
The goal of the FPIES project is to systematically examine different approaches to educational financing and identify an effective funding policy framework that works towards reducing disparities in education.
The key principle of Children’s Voice is professional collaboration to co-create solutions to problems that arise in systems around children and families. This entails: