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:
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’.
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.
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:
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: