Educational Staff Professional Development

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.

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

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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.

Preparedness of Pre-service Teachers for Inclusive Education in the Solomon Islands

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Approximation of Inclusive Education in Armenia to International Standards and Practices

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Implications for Teacher Training and Support for Inclusive Education in Cambodia: An Empirical Case Study in a Developing Country

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Global Education Monitoring Report 2019: Migration, displacement and education – Building bridges, not walls

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Its main focus is on the theme of migration and displacement. It presents evidence on the implications of different types of migration and displacement for education systems but also the impact that reforming education curricula and approaches to pedagogy and teacher preparation can have on addressing the challenges and opportunities posed by migration and displacement. It gives voice to experiences in host and home communities.

Youth and changing realities: Rethinking secondary education in Latin America

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Specifically, it seeks to enhance knowledge on the relevance of secondary education and curricula, especially for youth, and addresses the need to regain young learners’ trust in education and to arrive at more positive social constructions of youth among educators, parents and education authorities. In so doing, this study explores the subjective dimension

Teacher Education for Inclusion – Profile of Inclusive Teachers

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Empowering Teachers to Promote Inclusive Education. A case study of approaches to training and support for inclusive teacher practice.

Read more about Empowering Teachers to Promote Inclusive Education. A case study of approaches to training and support for inclusive teacher practice.