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New Agency outputs help countries to assess and monitor the role of specialist provision and identify the next steps in creating more inclusive education systems.
A report from the webinar on fostering stakeholder dialogue on legislation and policy, co-organised by UNESCO and the Agency in April 2022, is now available.
This eBulletin presents new Agency publications examining inclusive digital education and how to include the voices of learners and their families in decision-making.
All Agency member countries are committed to working towards more inclusive education systems. They do so in different ways, depending on their past and current contexts and histories.
An inclusive approach requires a move away from ‘formal’ assessment and labelling, with separate educational provision for different groups. Central to this commitment and understanding of inclusive education are the legal definitions countries have to identify (and potentially label) learners to make provision available for them.
The United Nations Transforming Education Summit has launched seven new Global Initiatives to accelerate countries’ efforts to achieve Sustainable Development Goal 4 on inclusive and equitable quality education.
This report analyses 2021 publications to provide insights into current developments in inclusive education in the context of the COVID-19 pandemic.
The Changing Role of Specialist Provision in Supporting Inclusive Education (CROSP) project aimed to identify and analyse challenges and opportunities within country policy and practice that influence the re-organisation and reform of specialist provision towards inclusive education for all learners.
This report provides an overview of phases 1 and 2 of the Changing Role of Specialist Provision in Supporting Inclusive Education (CROSP) project.
The Agency’s Inclusive Digital Education activity examines new priorities and demands in relation to inclusive digital education and blended learning.
The Inclusive Digital Education (IDE) activity aims to thoroughly examine new priorities and demands in relation to inclusive digital education and blended learning. IDE considers international literature, along with Agency work in this field, and reflects on overlaps or gaps that need exploring.