Research & Policy Papers

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.

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

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.

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

Raising the achievement of all learners in inclusive education: Follow-up study

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.

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