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Efficiency, Effectiveness and Equity within Inclusive Education Systems

Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap

ISBN: 978-1-78635-388-7, eISBN: 978-1-78635-387-0

Publication date: 8 August 2016

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.

Keywords

Citation

Watkins, A. and Ebersold, S. (2016), "Efficiency, Effectiveness and Equity within Inclusive Education Systems", Implementing Inclusive Education: Issues in Bridging the Policy-Practice Gap (International Perspectives on Inclusive Education, Vol. 8), Emerald Group Publishing Limited, Leeds, pp. 229-253. https://doi.org/10.1108/S1479-363620160000008014

Publisher

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Emerald Group Publishing Limited

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