inclusive education policies
The Voices into Action (VIA) activity examined how to meaningfully involve the voices of learners and their families in educational decision-making processes. It aimed to:
- establish the background and rationale for the widely recognised need to involve learner and family voices in decision-making;
- identify how policy-makers and other stakeholders might meet this need in practice, in different countries and different contexts.
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This first edition, ‘Education in Africa – Placing equity at the heart of policy’, found that while many countries are taking important and significant positive steps towards reaching this goal, too many children are still left behind. It also found that the quality of schooling they receive varies widely. The report looks at six key topics: early childhood education, primary and secondary school, skills for work, teachers, education facilities, and means of implementation, and suggests that providing quality education for all children will require a complex set of interventions.
This is the fourth publication in the Key Principles series. The first report in the Key Principles series (Key Principles in Special Needs Education – Recommendations for Policy-Makers) was based on Agency work published up to 2003.
This document presents an analysis framework that has been developed to map inclusive education policies. Specifically, it has been developed to systematically record available documentary evidence on country policies for inclusive education in a highly structured way, as a result of the different aspects of policy analysis work conducted by the Agency. This analysis framework has notably been directly used in some of the projects financed by within the European Commission Structural Reform Support Programme (SRSP) activities.