How can learning environments foster truly inclusive and authentic learning? In June 2016, experts and teachers from around Europe discussed best practices on building architectural, technological and social spaces, seeing how they are interconnected with each other and pedagogy.
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The right to access a quality inclusive education is encompassed in Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD).
Dimension 1: Concepts
In a national education system that is in the process of becoming inclusive:
- Inclusion is seen as an overall principle that guides all educational policies and practices.
The International Standard Classification of Education (ISCED) was designed to facilitate the compilation and comparison of education statistics both within and across national boundaries. It combines two cross-classification variables (levels and fields of education) with the type of education (general/vocational/pre-vocational) or students’ intended destination (tertiary education or direct entry into the labour market).
‘Early leaving from education and training’ (ELET) refers to students leaving education and training before completing the upper secondary level or obtaining the corresponding school leaving certificate. This broad definition encompasses the young people who, according to their own country’s definition, are considered to be early leavers.
Early school leaving is a complex, dynamic and multifaceted phenomenon, resulting from a combination of personal, social, economic, educational and family-related factors, very often linked to socio-economic disadvantage. It is rarely a sudden decision, and usually the visible result of a long process of underachievement and progressive disengagement from education.