The Monitoring and Evaluation Systems in Inclusive Education Policy (MESIEP) activity focuses on the general topic of monitoring and evaluation (M&E) of inclusive education. It looks at existing M&E systems and their role in inclusive education policy development.
This activity is one of six within the Agency’s Thematic Country Cluster Activities (TCCA). Each activity involves collaboration between a small group, or cluster, of Agency member countries. MESIEP is Cluster 2. TCCA focuses on member countries’ priorities and addresses country requests for more tailored activities to support policy development needs and build upon learning points from other Agency activities. The clusters aim to support countries in their efforts to promote continuous improvement for all stakeholders across the whole inclusive education system. For more information, visit the TCCA web area.
Activity framework
The Agency’s Key Principles and TCCA Literature Review highlight the relevance of M&E. MESIEP focuses on M&E of three overlapping but distinct concepts in education: equity, inclusion and diversity.
Equity aims to eliminate disparities in learner outcomes and performance regardless of personal and social circumstances. Inclusion broadens the scope by examining how learners feel at school, their well-being outcomes and their socio-emotional development. M&E of inclusion in education focuses on outcomes, inputs and processes. Diversity focuses on the learner population and their different circumstances. Learner diversity can be monitored but not evaluated. However, policies and practices to address diversity to increase equity and inclusion can be evaluated.
Phase 1 of MESIEP (2024) focused on M&E of inclusion and equity at policy level, aiming for a better understanding of the cluster countries’ policies and practices. This allowed for reflection on how M&E processes can inform and serve policy-makers and policy development.
During phase 2 (2025), the countries will continue to explore the topic of M&E of inclusive education at school level.
Participants and target group
The MESIEP cluster countries are Croatia, Ireland, Malta, Serbia and United Kingdom (England). Representatives from these countries are the main MESIEP participants. During phase 1, various other stakeholders participated in the MESIEP activities. These included school staff, learners, school inspectors and representatives from ombudsman offices, national bodies and unions.
The target group includes policy-makers from Agency member countries.
Aims
MESIEP focuses on how M&E contributes to policy development. Four main questions guided phase 1:
- What are the relevant policies or frameworks related to M&E of equity and inclusion and monitoring diversity in countries?
- What data on diversity and equity is collected in countries?
- What are the processes and mechanisms of data collection on diversity and equity?
- How do M&E of equity and inclusion and monitoring of diversity serve policy development in countries?
Phase 1 aimed to clarify and specify the cluster countries’ different expectations. It looked into the countries’ different policies, practices and programmes, aiming to offer insight into each country’s realities, strengths and challenges.
Activities and outputs
Phase 1 activities
Thematic cluster meetings
Two thematic cluster meetings took place in spring 2024. The purpose was for each cluster country to exchange on relevant policies, practices and procedures related to M&E of inclusive education at policy level.
The first meeting focused on M&E related to equity and inclusion under the authority of the ministry of education. The second focused on cross-sectoral departments, bodies, agencies or institutions external to the ministry of education.
Peer-learning activity
A peer-learning activity (PLA) was held in Dublin, Ireland, in autumn 2024. It aimed to look at inspection processes for inclusive education in the Irish context and included a visit to a recently inspected school. Participants had the opportunity meet staff members, leaders and learners from the school. The discussions during the PLA led to the question of the professionals involved in inspection processes, which could be a topic for further investigation in the next steps of MESIEP. Please see the news item about the PLA for further information.
Phase 2 activities
Two more PLAs are planned for spring and autumn 2025.
Outputs
Planned outputs include:
- A synthesis report
- Country briefs
- Policy briefs
- Infographics
- A case study report.