In this article, R. Shah and F. Menashy et al. argue that:
“the Education in Emergencies community needs to respond to its historical and current entanglements with structures of race, empire, and capitalism.”
This article was published in August in ‘Compare: A Journal of Comparative and International Education’.
While guidance and tools to support disability-inclusive education in emergencies exist, identifying the right resources at the right time to support implementation can often be challenging. To facilitate the identification of appropriate resources, UNICEF and the Global Education Cluster have developed a compendium to facilitate frontline workers’ access to existing operational resources on disability-inclusive education in emergencies.
View and download the resource.
In this UNICEF blog, Toby Fricker revisits Ukraine after five years:
“Disrupted education has sadly become the norm for children across Ukraine. The COVID-19 pandemic and then the escalation of the war mean children are between one and two years behind in core subjects.”
“During my visit this time, I see what’s left of one school that has been largely destroyed. The walls and roof of much of the building have collapsed, although one of the classrooms on an upper floor remains strangely still intact – windowless now, but still containing desks. It’s a sad reminder of the school life that once existed there.”
UNICEF has published a blog about new textbooks and learning material in Tajikistan.
“The new materials are student centered, personalized, relatable and development oriented. They aim to accommodate different learning needs and foster academic excellence, and they incorporate cultural and linguistic elements relevant to Tajikistan. The materials are meant to actively engage students in the learning process and support the development of their competencies.”
“The new Tajik language and math materials have been designed to not only impart knowledge but also to develop critical thinking skills and allow for self-directed learning.”
“Schools are not always the safe space they should be to allow children to learn and thrive.”
Global Partnership for Education’s blog looks at violence in schools:
“Violence in schools is a serious issue across Africa. Nearly a third of children on the continent experience physical or sexual attacks in educational settings. Children, and girls in particular, are at high risk of sexual violence at school, including the most egregious types of sexual violence. And as access to technology increases, so does the risk of online bullying and abuse.”
To end the violence, some initiatives are mentioned:
“In Sierra Leone, for example, a systemic approach to preventing violence coupled with a radical inclusion policy in education is paving the way for safer schools.”
About 10 million children across four countries in West and Central Africa are currently [mid-October 2024] out of school due to massive regional flooding, which has damaged and destroyed infrastructure and displaced nearly one million people from their homes, said Save the Children.
In their article – West and Central Africa: About 10 million children forced out of schools by worst flooding in recent years – they note the devastation, number of children displaced and schools destroyed.
“Before the flooding, 14,000 schools in Central and West Africa were already closed because of attacks and threats on education. This catastrophic situation makes the already fragile chances of access to education for thousands of children even more dire.”
Date: 7 November 2024.
Time: 13:00-14:00 UTC.
Platform: Zoom.
INEE’s Inclusive Education Working Group (IEWG) is holding this virtual event to provide an overview of the Inclusive Distance Education Toolkit, Disability-inclusive Education in Emergencies report, and other resources.
The event is an opportunity to meet IEWG members and co-chairs, and INEE’s IE Coordinator, and ask questions related to the resources and work of INEE’s IEWG.
The recording of this webinar and all presentations will be posted on the INEE website. Please send any questions about the webinar to inclusive.education@inee.org.
Location: Nigeria.
Application deadline: 30 October 2024.
Plan International is looking for a consultant to conduct research at the state level and develop a comprehensive Policy Brief on gaps and challenges in the Gender Responsive Education Sector Plan in collaboration with the Education Line Ministries and Departments, and religious and traditional leaders in Sokoto and Adamawa. S/he will present the findings to Education stakeholders for validation and adoption. The consultant is also expected to conduct a one-day dissemination of the policy brief in Adamawa and Sokoto, Nigeria.
Date: 26 October.
Time: 15:00 (Amsterdam, Berlin, Rome time).
Location: Zoom.
This webinar will begin with a short presentation by ELT author and co-founder of Dogme ELT, Scott Thornbury. Scott’s talk will be followed by presentations by practising teachers in Gaza, Sudan and Ukraine who are continuing to work despite the dire situation. The webinar will end with a Q and A session.
Date: 29 October 2024.
Time: 09:00-11:00 EST (USA).
Location: online (Zoom) or Washington D.C., USA.
Ever wondered what true inclusive education looks like? Is it just about including children with disabilities? Join the Basic Education Coalition’s Gender and Social Inclusion Working Group for a discussion on Inclusive Education. During this session, you will:
Speakers include:
· Suzanne Zuidema, USAID;
· Rebecca Pagel, USAID;
· Sandrine Bohan-Jacquot, Humanity and Inclusion;
· Christine Tuyisenge, World Vision;
· Edward Winter, World Vision;
· Lucy Maina, IREX.
