EUROPEAN AGENCY

5. CONCLUSION
Financing of inclusive education is a topic which is progressively trying to impose
itself in a broad European and international political debate. Although the topic
has gained prominence because inclusive education is considered a human right
and there is a common interest in discussing how resources should be used, it is
difficult to obtain data because of the complexity and uniqueness of countries’
financing systems.
Since the Lisbon Strategy and Dakar Framework in 2000, there have been steps
forward in the field of inclusive education. As well as a change of perspective on
how education should be, the path to operative inclusive education requires a set
of reforms and financial investments. It is generally understood that the way in
which public investment in education is addressed is even more important in
terms of outcomes and effectiveness than the amount spent (OECD, 2015).
However, some figures and data on how money is spent are essential in order to
understand the path to be taken to change or improve different systems.
The scarcity of information on financing of inclusive education draws attention to
some related topics. These include the inefficiency of funding mechanisms in
fostering and supporting the implementation of inclusive education or in
incentivising good policies and behaviours, and the lack of adequate and flexible
governance, with all its consequences, such as insufficient accountability,
monitoring and transparency.
Decentralised financing methods can only be an option if the entire funding
system has checks and balances. It is acknowledged that it can only help to
implement inclusive education if it is centrally monitored and if all actors are
prepared and aware.
The issue at stake concerns future generations’ empowerment, capacity for selfdetermination
and ability to collaborate. Children educated in inclusive settings
are likely to become adults who will take action in shaping their own futures.
As stated in the Declaration on Promoting citizenship and the common values of
freedom, tolerance and non-discrimination through education:
The primary purpose of education is not only to develop knowledge, skills,
competences and attitudes and to embed fundamental values, but also to
help young people – in close cooperation with parents and families – to
become active, responsible, open-minded members of society (European
Union Education Ministers, 2015, p. 1).
Children from every society represent the future of that society itself. Therefore,
talking about the levels and modes of funding, the money spent, the right to
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Financing of Inclusive Education