This report provides an analysis and findings relating to inclusive education systems emerging from the Financing Policies for Inclusive Education Systems (FPIES) project (2016–2018). FPIES is co-funded by the Agency and the European Commission’s Erasmus+ Key Action 3 ‘Forward-Looking Cooperation Projects’ framework.

This literature review examines the link between inclusive education and the social inclusion of people with disabilities. According to the review, there is evidence to suggest that there is a link between inclusive education and social inclusion in the areas of education, employment and living in the community. At the same time, the review suggests that attending segregated settings minimises the opportunities for social inclusion both in the short term (while children with disabilities are at school) and the long term (after graduation from secondary education).

This short report provides a summary of the Agency's Raising the Achievement of All Learners in Inclusive Education project (2014–2017). Aimed in particular at policy-makers, it includes information on the project background, findings, recommendations and project outputs.

This report provides an overview of the Agency’s Raising the Achievement of All Learners in Inclusive Education project (2014–2017). The Raising Achievement project aimed to provide evidence of effective practice in raising achievement and building capacity to meet a diverse range of learner needs.

Early school leaving (ESL) is broadly defined as the phenomenon of young people leaving formal education before completing upper-secondary schooling.

Between 2015 and 2016, the Agency conducted a project on Early School Leaving, which resulted in two reports. The first report was a review of the ESL research evidence focusing on Europe.

This report is a summary of the synthesis report that brings together the main findings of the Inclusive Early Childhood Education (IECE) project. The summary report focuses on the project’s three new contributions to policy-making, research and practice in IECE. These are:

International organisations and the European Union (EU) regard high-quality Early Childhood Education (ECE) as an essential foundation for lifelong learning. Participation in high-quality pre-primary education has long-lasting positive effects on children’s development and the benefits are greater for children from a disadvantaged background. This literature review is part of the Agency's Inclusive Early Childhood Education (IECE) project.