The Monitoring and Evaluation Systems in Inclusive Education Policy (MESIEP) activity has published a report examining the systems in place in five participating countries.
The countries – Croatia, Ireland, Malta, Serbia and United Kingdom (England) – contributed detailed information on their education monitoring and evaluation. The report synthesises this information and explores how monitoring and evaluation of inclusive education policy can support better policy development and implementation. It also includes key messages for effective monitoring and evaluation systems, which are also available in a concise executive summary.
The EASNIE team presented the report and executive summary at MESIEP’s final peer-learning activity, which took place in London, England, in early December. Representatives from the five project countries met to exchange ideas and learn from each other’s practices.
During the peer-learning activity, participants visited the Haringey Learning Partnership network of alternative provision schools and services. Participants had the chance to learn about their innovative practices of supporting both learners and educational professionals in mainstream schools and discuss how their alternative provision model drives inclusion. In the afternoon, Emily Bentley from the Department for Education and Adam Sproston from the Office for Standards in Education, Children’s Services and Skills (Ofsted) gave participants an overview of the renewed Education Inspection Framework and the planned reforms of the Special Educational Needs and Disabilities (SEND) system in England.
The discussions will feed into the final activity output, planned for 2026.
Download the MESIEP report and executive summary from the Publications page. More information on the activity is available on the MESIEP web area.