We carry out activities involving our extensive network in EASNIE member countries. The aim is to provide member countries and stakeholders at the European level with evidence-based information and guidance on implementing inclusive education systems.
Read about the various EASNIE activities in detail below. You can use the filters to search and select the activities you want to see based on their theme, the participating countries, or the years they took place in. You can select multiple filters to narrow down your search.
This is a list of EASNIE activities in chronological order.
For further information on any of the EASNIE activities, please contact the Secretariat: secretariat@european-agency.org
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Learners and Families Shaping Action
The Learners and Families Shaping Action (LFSA) activity focuses on the role of the voices of learners and their families in monitoring and evaluation (M&E) frameworks for inclusive education.
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Thematic Country Cluster Activities
As part of its aim to be an active agent for change, EASNIE has developed a new way of working with its member countries. The Thematic Country Cluster Activities (TCCA) began in 2023, addressing EASNIE member countries’ priorities by working in small clusters of countries.
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Country System Mapping
In a departure from the Agency’s previous thematic activities, Country System Mapping (CSM) considers the whole education system. It examines how certain structures, mechanisms and processes may impact on the implementation of inclusive education policy in practice.
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Legislative Definitions around Learners Vulnerable to Exclusion
The Legislative Definitions around Learners Vulnerable to Exclusion desk research activity addresses how Agency member countries legally define concepts around learners who are vulnerable to exclusion.
European Agency Statistics on Inclusive Education
The Agency’s data collection activity (EASIE) provides focused data that informs country policy priorities on inclusive education, the European Commission’s strategic objectives on inclusive education and the implementation of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (2006).
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Key Principles
The Key Principles publications systematically present recurring messages in Agency work that support the implementation of high-quality education for all learners.
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Teacher Professional Learning for Inclusion
The Teacher Professional Learning for Inclusion (TPL4I) project sets out to explore key aspects of this issue. The initial project work aims to identify the essential policy elements needed to prepare all teachers to include all learners.