The GEM Report 2021 provides information on inclusive education and progress in 30 education systems of Central and Eastern Europe, Caucasus and Central Asia.

Phase 1 of the Teacher Professional Learning for Inclusion (TPL4I) project focused on policies that affect teacher professional learning (TPL) for inclusion. It aimed to identify the essential policy elements to ensure that all teachers are prepared for inclusive education. This report presents all TPL4I phase 1 activities and findings.
 

This final summary report summarises the main findings of the Preventing School Failure project.

This tool is designed to be used by policy-makers responsible for developing and implementing policies for inclusive education at national, regional and/or local levels.

This is a summary report based on the analysis presented in the FPIES project synthesis report which examined fundamental topics that connect funding mechanisms for inclusive education systems to four resourcing issues.

The EASIE Key Messages and Findings (2014 / 2016) report highlights the key messages and main findings from the first two EASIE datasets and Cross-Country Reports.

This final summary report outlines the 'Evidence of the Link Between Inclusive Education and Social Inclusion' literature review’s main findings and presents the key policy messages and considerations. The full literature review is available in print and in electronic format on the Agency’s website.

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.

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: