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European Commission Report on the inclusiveness of education systems
European Commission Report on the inclusiveness of education systems

European Commission report on the inclusiveness of education systems

Dr. Paul Downes, Director of the Educational Disadvantage Centre, Dublin City University has led a recently published report for the European Commission on the development of a new tool to analyse the inclusiveness of education systems.

Developing an innovative framework of structural indicators for inclusive systems in and around schools in Europe, this report seeks to translate international research findings, as well as EU policy and legal documents into a usable tool to guide strategic decision-making for policy and practice in education across all levels, national, regional, local and school institution level, as well as at a European policy level. 

The European Commission’s School Policy Working Groups on Early School Leaving and on School Quality and Governance were both consulted in the development of the structural indicators tool, as was the European Parents’ Association and the European Students’ Representative Organisation, OBESSU. These tools can be used as verifiable self-assessment approaches, and potentially also for comparative external assessment purposes to support development of inclusive education systems across Europe.

Inclusion in education, viewed more comprehensively as inclusive systems in and around schools, concentrates on supportive, quality learning environments, on welcoming and caring schools and classrooms, and on preventing discrimination. It addresses the needs of students in a holistic way (their emotional, physical, cognitive and social needs), and recognises their individual talents and voices. It is open to the voices and active participation of parents, and also wider multidisciplinary teams and agencies. Inclusive systems in and around schools particularly focus on the differentiated needs of marginalised and vulnerable groups, including those at risk of early school leaving and alienation from society.

Dr. Downes’ workshop on this report at the EU Presidency meeting of the Directors General for Schools was documented in the Report submitted to the Oireachtas by the Irish Minister for Education and Skills on Developments in the EU in the area of Education & Training during the Slovakian Presidency, 1 July – 31 December 2016 http://opac.oireachtas.ie/AWData/Library3/DESdoclaid1110417_160155.pdf

Commenting on the findings, Dr. Downes, Director of the Educational Disadvantage Centre, DCU Institute of Education, said:

“Policy makers at national, regional and local levels, including practitioners in schools, require support to inform their strategic decision-making in order to promote inclusive systems in and around schools.

Promoting inclusive systems can help address major issues of societal importance in the education system, including early school leaving prevention, mental health supports for vulnerable students, school bullying and violence prevention, and a positive learning environment to foster student learning and leadership.”

The report can be accessed here: https://bookshop.europa.eu/en/structural-indicators-for-inclusive-systems-in-and-around-schools-pbNC0116894/?CatalogCategoryID=QN4KABste0YAAAEjFZEY4e5L