Projects' implementing partner Network of Education Policy Centers with great pleasure announces:
Support to Pilot Schools for implementing inclusive education policies and practices
The Project baseline survey advancing
SarajevoThe Bosnia and Herzegovina Policy Team have identified issues and challenges in inclusive education areas that are relevant for their country. These include teacher education, both in-service and pre service; clear definition of stakeholder responsibilities and quality standards; better connection of education with the labour market; change in curricula and an increase in general public...
20th February 2014 ZagrebThe Croatian Policy Team have outlined the issues and challenges of inclusive education in Croatia as part of the preparation for the Policy Net meeting in Sarajevo. The discussion included the following topics relevant to Croatia:
26th FebruaryIn February the Montenegro Policy Team went through an intensive consultation process to identify issues and challenges in inclusive education relevant to their country. As a result actions were proposed leading to a list of topics per level and type of education to be shared at the first Regional PolicyNet meeting on 6th March in Sarajevo. These actions include: a clear definition of...
Teachers can make a difference
28th February PristinaAn exceptional teacher can make a difference and inspire generations in the practice of inclusive education. This was the conclusion from the Policy team meeting for Inclusive Education, held in Pristina (Kosovo*), on 28th February. The discussion about gaps in inclusive education policy triggered participants to look back on their lifetime experiences and discuss how this issue impacts daily...
SkopjeAt its meeting in February, the Policy team for “the Former Yugoslav Republic of Macedonia” worked on identification of issues and challenges in inclusive policies and discussed cross-themes related to levels and types of education.
11th February TiranaThe Albanian Policy Team have identified specific areas relevant for their country. These include legislation, clear definition of stakeholder responsibilities and quality standards; quality of initial and in-service teacher training; mentorship and support during teaching; common understanding of concepts and the role of data in decision-making on inclusive education.
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