In Portugal, within the framework of New Public Management, the autonomy of schools has been strengthened, and school leadership is required to assume greater responsibility in adopting inclusive responses tailored to the diversity and individuality of students.
Since 2018, the 3rd cycle of the External Evaluation Program for School by the General Inspectorate of Education and Science (IGEC) has been underway, aiming to verify the implementation of educational policies and promote continuous improvement. This cycle differs from previous ones by valuing the promotion of equity and inclusion of students, emphasizing teaching and learning processes, and incorporating lesson observation.
Furthermore, there is a reinforced commitment to inclusion by the Central Administration and educational organizations, aligned with the Sustainable Development Goals of the United Nations' 2030 Agenda.
This study aims, through literature review and analysis of reports produced by IGEC under the mentioned Program, to understand how inclusive policies are implemented by leadership. Reports from external evaluations conducted in 2023/2024 at public non-higher education institutions in the central region of Portugal will be analyzed using MAXQDA software.
The focus will be on the domain "Leadership and management" within the framework of the mentioned Program. The content analysis of the reports will focus on three categories defined by IGEC: i. Ratings obtained; ii. Strengths; iii. Areas for improvement.
Under the framework of administrative and educational policies, this study aims to contribute to greater clarification, production, and dissemination of knowledge on how leadership implements inclusion policies.

Authors:
Jennifer Silva, University of Aveiro, Portugal
Diana Oliveira, University of Aveiro, Portugal
Alexandre Ventura, University of Aveiro, Portugal

About the Presenter(s)
Ms Jennifer Silva is a University Doctoral Student at University of Aveiro in Portugal

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