| European Agency for Special Needs and Inclusive Education

To deal with school failure, countries should prioritise policy approaches focusing on prevention, instead of compensation and intervention.

Prevention refers to policy measures that support the effective implementation of inclusive education and aim to prevent school failure before it emerges (for example, legislation promoting a rights-based approach, avoiding disabling policies that lead to gaps in provision, lack of qualifications, etc.).

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A systemic approach to preventing school failure aims to identify and overcome institutional barriers at all levels that might cause school failure. In doing so, it promotes an inclusive ecosystem that ensures both equity and excellence.

Read more about A systemic approach to preventing school failure aims to identify and overcome institutional barriers at all levels that might cause school failure. In doing so, it promotes an inclusive ecosystem that ensures both equity and excellence.

A systemic approach to preventing school failure aims to identify and overcome institutional barriers at all levels that might cause school failure. In doing so, it promotes an inclusive ecosystem that ensures both equity and excellence.

A systemic approach to preventing school failure aims to identify and overcome institutional barriers at all levels that might cause school failure. In doing so, it promotes an inclusive ecosystem that ensures both equity and excellence.

An inclusive ecosystem is comprised of four inter-related system levels:

Read more about A systemic approach to preventing school failure aims to identify and overcome institutional barriers at all levels that might cause school failure. In doing so, it promotes an inclusive ecosystem that ensures both equity and excellence.

School failure occurs when a system fails to provide fair and inclusive education services that lead to successful learning, engagement, wider participation in the community and transition to a stable adulthood.

Read more about School failure occurs when a system fails to provide fair and inclusive education services that lead to successful learning, engagement, wider participation in the community and transition to a stable adulthood.

School failure occurs when a system fails to provide fair and inclusive education services that lead to successful learning, engagement, wider participation in the community and transition to a stable adulthood.

School failure occurs when a system fails to provide fair and inclusive education services that lead to successful learning, engagement, wider participation in the community and transition to a stable adulthood.

If a school system is unable to provide equitable learning opportunities to engage and enable every learner to successfully complete school prepared for adult life, it is ‘failing’.

Read more about School failure occurs when a system fails to provide fair and inclusive education services that lead to successful learning, engagement, wider participation in the community and transition to a stable adulthood.

Agency Bi-annual Meeting moves online

To continue its work during the Coronavirus (COVID-19) pandemic, the Agency is using new methods and formats to keep its country contacts informed of Agency projects and updates.

The Spring 2020 Bi-annual Meeting was due to take place in Belgrade, Serbia at the end of May. However, together with the hosts, the Serbian Ministry of Education, the Agency cancelled the meeting due to the COVID-19 pandemic and the health and travel risks involved.

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School leaders working in inclusive settings should be granted increased autonomy to make decisions on the school’s strategic direction, development and organisation.

Read more about School leaders working in inclusive settings should be granted increased autonomy to make decisions on the school’s strategic direction, development and organisation.

School leaders working in inclusive settings should be granted increased autonomy to make decisions on the school’s strategic direction, development and organisation.

Education authorities can support this by:

Read more about School leaders working in inclusive settings should be granted increased autonomy to make decisions on the school’s strategic direction, development and organisation.

School leaders working in inclusive settings should be enabled to play a lead role in monitoring, self-review and evaluation by aligning accountability measures with inclusive education policy.

Read more about School leaders working in inclusive settings should be enabled to play a lead role in monitoring, self-review and evaluation by aligning accountability measures with inclusive education policy.

School leaders working in inclusive settings should be enabled to play a lead role in monitoring, self-review and evaluation by aligning accountability measures with inclusive education policy.

Education authorities can support this by:

Read more about School leaders working in inclusive settings should be enabled to play a lead role in monitoring, self-review and evaluation by aligning accountability measures with inclusive education policy.

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