TY  - CHAP
AB  - Abstract There is widespread awareness that evidenced-based policy-making is critical for the long-term development of inclusive education systems. Policy-makers, data collection experts and researchers are aware of the need for data collection at national level that not only meets the requirements of international policy guidelines, but also works within a shared approach so as to promote a synergy of efforts at national and international levels.Monitoring inclusive education at the system level is increasingly seen as a priority for country and EU level decision-makers. However, what form this monitoring should take and what issues it should focus upon are less clear.This chapter looks across a number of recent European Agency studies in order to highlight and consider key issues and questions in relation to monitoring the implementation of inclusive education in terms of a system’s efficiency, effectiveness and ability to be equitable for all learners.By drawing upon the findings of European Agency work considering a range of policy priority areas, it is possible to highlight a number of common factors that apply to monitoring the dimensions of efficiency, effectiveness and equity in different educational contexts or systems.
VL  - 8
SN  - 978-1-78635-388-7, 978-1-78635-387-0/1479-3636
DO  - 10.1108/S1479-363620160000008014
UR  - https://doi.org/10.1108/S1479-363620160000008014
AU  - Watkins Amanda
AU  - Ebersold Serge
PY  - 2016
Y1  - 2016/01/01
TI  - Efficiency, Effectiveness and Equity within Inclusive Education Systems
T2  - Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap
T3  - International Perspectives on Inclusive Education
PB  - Emerald Group Publishing Limited
SP  - 229
EP  - 253
Y2  - 2024/04/19
ER  -