In addition to academic attainment and other wider learning (e.g. personal, social), achievement may be shown through increasing confidence, using a broader range of learning strategies, more active participation, increased social skills, wider competences, access to further study and employment.

According to the Agency’s Position on Inclusive Education Systems, ‘raised achievement for learners encompasses all forms of personal, social and academic attainments that will be relevant for the individual learner in the short term, while enhancing their life chances in the long term’ (European Agency, 2015a, p. 2).

(See also ‘Attainment’)

The highest ISCED level of education an individual has successfully completed. This is usually measured with respect to the highest education programme successfully completed which is typically certified by a recognised qualification. Recognised intermediate qualifications are classified at a lower level than the programme itself (UNESCO/UNESCO Institute for Statistics, 2012, p. 79).

(See also ‘Achievement’)

Inclusion is both a principle and a process: ‘Inclusion and equity in and through education is the cornerstone of a transformative education agenda […] No education target should be considered met unless met by all’ (World Education Forum, 2015, p. 2).

It can be seen as: ‘A process consisting of actions and practices that embrace diversity and build a sense of belonging, rooted in the belief that every person has value and potential and should be respected’ (UNESCO, 2020a, p. 419).

The term was often associated with disability, but now extends to wider groups as ‘a response to increasingly complex and diverse societies. It treats diversity as an asset which helps prepare individuals for life and active citizenship in increasingly complex, demanding, multi-cultural and integrated societies’ (Soriano, Watkins and Ebersold, 2017, p. 7).