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As part of its aim to be an active agent for change, the Agency has developed a new way of working with its member countries. The Thematic Country Cluster Activities (TCCA) began in 2023, addressing Agency member countries’ priorities by working in small clusters of countries.
This literature review documents and discusses recent findings from international and academic literature relating to three priority areas for inclusive education systems.
A kick-off event took place on 18 January in Dublin, Ireland, to officially start the Fostering Inclusive Quality Education in Finland and Ireland project.
Ensuring resilience is a horizontal task that extends through all levels of the education system. Policy can establish conducive framework conditions and protective factors that make educational organisations more resilient.
Digitalisation and inclusion are, however, considered separate topics in the early education levels, which causes difficulties.
Teachers still lack digital competences. Initial teacher education and continuing professional development must continuously address this. The ability to use digital technologies, media education and assistive technology is important, but so is the ability to select digital learning content and design inclusive learning environments addressing individual learners’ preferences, competences or skills.
Within education, both policy and practice must address the following central aspects for learners: