Inclusion and education

FIGURE 4.1:
Horizontal and vertical collaboration is most common in policy development, implementation and coordination
Number of education systems with some form of collaboration in inclusive education delivery
a. Between ministries
Data sharing
Monitoring and evaluation
Identification of needs/
referral for services
Policy development, 
implementation and coordination
Quality assurance and accountability
Education systems
Yes
No
30
25
20
15
10
5
0
b. Between the central and local levels
Quality assurance and accountability
Identification of needs/
referral for services
Data sharing
Policy development, 
implementation and coordination
Monitoring and evaluation
30
25
20
15
10
5
0
Education systems
Yes
No
Source: 
Data collected for the regional report on inclusion and education in Central and Eastern Europe, the Caucasus and Central Asia.
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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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Generally, in countries where other ministries lead policies for vulnerable 
populations, inclusive education receives limited attention
designates a member. In 2016, the government launched 
a cross-sectoral programme to harmonize early childhood 
services and support, which involved the education, social 
protection and health sectors.
Generally, however, in countries where other ministries 
lead policies for vulnerable populations, inclusive 
education receives limited attention. In Kazakhstan, 
models of inclusive education that would unite the 
efforts of all interested ministries and departments, 
especially in monitoring, are still to be developed. 
Romania has many institutions and processes to 
monitor and evaluate the education system, but the 
country still needs to develop strategies on how to use 
collected data to develop policies for quality and equity 
in education (Kitchen et al., 2017).