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In early 2015, representatives from the Icelandic Ministry of Education, Science and Culture approached the Agency to request an External Audit of the Icelandic System for Inclusive Education. The Agency conducted the Audit during 2016, working in co-operation with, but independently from, Icelandic stakeholders.
Learner attainment and achievement should be analysed to ensure equitable opportunities to achieve authentic outcomes that matter for future success.
This points to the need to value wider forms of achievement and move away from narrow, standardised measures of attainment.
Project findings and recommendations from the Raising the Achievement of All Learners in Inclusive Education project can be found in a series of outputs.
The work of the project learning communities has shown the benefits of:
Project practical work showed ways to build teachers’ professional knowledge and expertise to meet learners’ diverse needs and develop more innovative ways to organise learning for all. Such knowledge can be introduced through networking both within the learning community and beyond (e.g. with local universities, other schools/colleges and local specialists) to increase evidence-informed practice within the school.
On 5–6 March 2019, the Polish Ministry of National Education (MEN) and the Agency held a conference in Warsaw to present the final recommendations from the Agency’s work under the Structural Reform Support Programme (SRSP).
INSHEA (the French national higher institute for training and research on special needs education) opens its doors to the public on Saturday, 16 March 2019 from 10:30am to 3:30pm.
On this day, visitors will get the opportunity to meet some of the INSHEA researchers, trainers, administrative staff and students. Information will be provided about jobs in France in the fields of accessibility to education, culture, professional integration, and visitors are invited totake part in various workshops about disability.
The programme includes:
The Global Education Monitoring (GEM) Report is an independent annual publication, funded by a group of governments, multilateral agencies and private foundations and facilitated and supported by UNESCO.