Indicators of inclusion in education
A framework for analysis
Calls for increased monitoring and evaluation of education policies and practices
have not, so far, included widespread and consistent assessments of the inclusiveness
of education settings. Measuring inclusion in education has proven to be a challenging
exercise, due not only to the complexity and different uses of the concept, but also
to its holistic nature. Indeed, measuring inclusion implies analysing a variety of
policy areas within education systems, while also considering the different roles
of the system, the school and the classroom. This paper discusses the application
of the input-process-outcome model to the measurement of inclusion in education, and
key indicators that can be adopted by education systems and schools to this end. It
makes considerations relevant to policy makers when designing indicators to measure
inclusion, such as the extent of their application, the constraints related to data
disaggregation and the relevance of intersectional approaches to inclusion.
Available from October 26, 2023
In series:OECD Education Working Papersview more titles