The Agency aims to offer an accessible experience for website visitors. This includes the option to translate content into multiple languages.
The translation and text-to-speech features on this website are automated. There may be inaccuracies and inconsistencies in the translations. If in doubt, please refer to the English version of the website. You may also contact us with feedback.
The Accessibility page contains further resources and details about website accessibility. The Easy to Read section presents key information about the Agency in an easy to read format.
The Learner Participation in Inclusive Education (LPIE) activity focuses on gathering and using meaningful qualitative data on learners’ socio-emotional participation in inclusive education.
This background paper provides information on the topic of participation in relation to the LPIE activity. It reviews and elaborates on publications on learner participation in inclusive education to address two essential questions:
As an individualised activity for all Agency member countries, Country Policy Development Support (CPDS) is central to the Agency’s role as an agent for policy change in inclusive education.
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.
The second stakeholder consultation workshops in the TSI project took place in Helsinki, Finland, in November.
This report presents the background to and the methodology used in the Country Policy Development Support activity.
The peer-learning activity took place in Dublin, Ireland, in November.
On 1 January 2025, the Agency welcomed Dr João Costa as its new Director.
The Collaborative Action for Inclusive Education (CAFIE) activity explores collaboration and cross-sector working at all system levels as a key factor in implementing inclusive education policy. It seeks to support Agency member countries to advance cross-sectoral work by providing them with a solid knowledge base, useful tools and examples, as well as networking opportunities and connections. By following a peer-learning methodology, it aims to enhance countries’ learning and increase their capacity to plan for and address complex problems related to the topic.
The Learners and Families Shaping Action (LFSA) activity focuses on the role of the voices of learners and their families in monitoring and evaluation (M&E) frameworks for inclusive education. It examines how systematically incorporating information from learners and their families can enhance M&E processes, drive systemic improvements and inform policy development in inclusive education.
Advancing Collaboration in Education (ACE) explores the topic of collaboration and cross-sector working at all system levels. This is a key factor for implementing inclusive policy and practice. The activity focuses on the implementation process of cross-sector working at national level.
ACE aims to offer a better understanding of system-wide collaboration and the governance of system-wide work for inclusive education. This includes defining cross-sector collaboration, to be meaningful for all stakeholders involved.