Inclusion and education

PLANS AND STRATEGIES FOR INCLUSION 
NEED TO BRIDGE LEGISLATION AND 
POLICY
As legislative frameworks take time to establish, policies 
tend to be issued ahead of legislation. But the relationship 
between international commitments and national policy and 
practice is not straightforward. Policies need to be supported 
by strategies or plans that set out intentions and the actions 
and resources required to achieve them. Plans must take a 
long-term view and not be affected by short-term political 
considerations. Small initiatives and pilot projects, especially 
when funded by numerous sources, need to be placed in 
a strategic framework to ensure sustainability and equal 
consideration of the rights of all groups at risk of exclusion.
In the region, 19 education systems have long-term strategic 
plans for education as a whole. They refer to strengthening 
of inclusive education (Hungary), learner-centred approaches 
(Estonia), equitable access to education (Albania), equal 
opportunities (the Czech Republic and the Republic of 
Moldova), improving school capacity for children with special 
education needs (North Macedonia) and building a tolerant 
society that supports diversity and accessible education of 
good quality (Ukraine).
Romania’s 2015–20 National Strategy on Social Inclusion 
and Poverty Reduction defines the main vulnerable 
groups and aims to reduce gaps, including between rural 
and urban areas. The strategy includes access to early 
childhood education and care for all children, a national 
programme for children at risk of dropping out of 
primary and secondary education, monitoring systems 
for children at risk, second-chance programmes and 
access to education for children with special education 
needs and disabilities.
While there is a trend towards referring to inclusive education, all 
countries in the region retain separate schools for certain groups
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C E N T R A L A N D E A S T E R N E U R O P E , C A U C A S U S A N D C E N T R A L A S I A

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