1. Education and Culture WORKSHOP 3 Towards more inclusive learning environments: facilitating equal access and addressing the diversity of learners

2. Date: in 12 pts The problem The EU policy context What we expect from you

3. Education and Culture Inequalities persist S-E background: the strongest determinant of success or failure S-E background: the strongest determinant of success or failure Wide geographic/regional disparities ECEC ECEC 5,5 million drop out early 5,5 million drop out early Migrant-background children fare considerably worse Roma children Roma children 70 million adults with very low basic skills 70 million adults with very low basic skills Learners with disabilities/special needs… Learners with disabilities/special needs… Access and success in higher education socially divided Access and success in higher education socially divided …

4. Education and Culture The need for action Need for more inclusive and equitable education systems Need to invest enough and early; evidence-based policy; clear targets; monitoring Need for faster progress; greater political commitment Equity is compatible with strong learning outcomes and high performance Substantial European funding is available Need for cross-policy synergies

5. Education and Culture What can countries do? For example: -quality ECEC for disadvantaged children -eliminate "dead-ends" in upper-secondary level -specific outreach strategies or positive discrimination -tackle geographic disparities in education -eliminate school segregation and promote mixed school intakes -strengthen legislation and guarantee its implementation -improve access and completion rates in HE -strengthen inclusive education -offer meaningful and attractive second chance opportunities to gain from E&T -curricula -Monitoring frameworks and specific targets for under-represented groups: essential 1. Measures to widen access and prevent drop-out

6. Date: in 12 pts 2. The teaching profession recruitment of teachers/trainers who themselves are members of disadvantaged groups; defining competences in teaching disadvantaged groups as a necessary skill for all teachers; reinforcement of the sociological, socio-psychological and socio-educational inputs into teacher education Distribution of the workforce to ensure the most disadvantaged get the most effective teachers and head-teachers; effective teaching methods What can countries do?

7. Date: in 12 pts 3. Other strategies delay academic selection (ability grouping, streaming, tracking) abolish grade repetition What can countries do?

8. Date: in 12 pts Features of high equity education systems -allocate resources more equitably across schools; -low links between an individual’s background and their trajectory in education; -provide support to those who need it; -report high rates of tertiary qualifications among adults; -spend a relatively high proportion of GDP on education, with good teacher salaries -near-comprehensive schooling systems; -no early tracking or grade repetition -monitoring systems which can track participation and outcomes for disadvantaged groups and effectively monitor inequalities in education -policy evaluation tools to pin down "what works" best in policy and practice

9. Education and Culture New context: The Paris Declaration "Promoting equity, social inclusion and active citizenship": key ET2020 objective A neglected objective - governments still to deliver March 2015: the Paris Declaration on Promoting citizenship and the common values of freedom, tolerance and non-discrimination through education: focus on the socio-cultural and civic objectives of education ⇩ So equity and inclusion in and through education are again a priority topic for work with the Member States until 2020

10. Education and Culture New priorities for EU-level cooperation The draft Commission/Council 2015 Joint Report: renewed focus on socio- cultural and civic objectives: Addressing the increasing diversity of learners and enhancing access to good quality and inclusive mainstream education and training for all learners, including those from disadvantaged backgrounds, those with special needs, migrants and Roma, while tackling discrimination, racism, segregation, bullying, violence and stereotypes. The Commission is expected to implement the Paris Declaration – with policy- steering initiatives and actions You are here to tell us how to implement the Paris Declaration - what concrete actions to propose to the Member States Share and debate different national/regional/local experiences and practices

11. Education and Culture Our objective in this workshop: to get advice on Which SPECIFIC education policies and practices promote equity, inclusion and better outcomes in education for all learners, especially for the more disadvantaged?  How to support learners from disadvantaged/low-s-e backgrounds to succeed in education and training?  How to promote the success of newly-arrived migrants and of learners with a migrant background in education and training?  How to support learners with disabilities/special needs to participate and succeed in education?

12. Education and Culture Give us concrete advice and evidence SPECIFIC examples of policies/practices/measures that work What works, for whom and in what conditions National/regional/local actions Key success factors; evidence Tell us about measures that are: –systemic (how the education system is organised); –school-wide (affecting all learners) or student-focused (targeting individual students or groups of students); –preventative or compensatory; –or strategies to address the structural conditions that create education poverty and low achievement

13. Education and Culture Examples Measures to promote mixity and combat segregation Measures to better monitor inequalities in education Strategies for effective personalised learning support to disadvantaged learners Measures to support young people with disabilities to obtain higher qualifications Measures for the education professional workforce Measures to improve the evaluation of policy interventions in terms of their effectiveness in reducing inequalities in education Incentives for educators and learning institutions Examples of effective cross-policy synergies and multi-professional partnerships …

14. Education and Culture Please be as concrete as possible For example: To better monitor inequalities: The Pupil Level Annual School Census (PLASC) in the UK, which collects a wide range of data on schools, pupils and teaching staff, might be an example that we could learn from at EU level. Or another national experience. An incentive to reward inclusive schools/universities: An equity and inclusion kitemark label awarded to schools/universities to reward them for their success in including and empowering disadvantaged learners could be a strong incentive for equity. The Nordic Gender Certificate for schools is such an example. …?