Education had difficulties recognizing them as a starting point for policies and practices that might help create an inclusive and welcoming school environment. To overcome these perceptions, the OSCE encouraged schools to take the lead in assessing their own levels of inclusion and reflect on whether policy changes were needed. To this end, the OSCE promoted the introduction of the so-called Index for Inclusion methodology12 as a tool to help schools ensure the participation of all children. Using this methodology, the schools assessed their cultures, policies, and practices, and determined priorities for increasing inclusion. The OSCE signed a memorandum of understanding with the Ministry of Education to introduce the methodology in some pilot municipalities. Different criteria were used in the selection process, such as the willingness of the municipality to be part of the project, whether the municipality had minority or returnee populations, or if the municipality was mono-ethnic or ethnically divided. The initiative was presented to the school directors, after which a joint training on applying the methodology was organized for primary and secondary teachers. Participants also received training on social justice principles, recognizing and combating prejudices and stereotypes, and on partnership building. The trainees later became co-ordinators of the respective activities in their schools. Many of them also participated in other OSCE-supported activities, such as in the ‘network of pedagogues’ (see below). 12  Booth/Ainscow (2002). 50