Blog – Page 10

Deadline expired National Consultancy: Develop effective strategies for strengthening inclusive education pedagogy in Sri Lanka (UNICEF)

Location: home-based (duty station: Colombo, Sri Lanka).

Duration: 120 days, start May 2024.

Application deadline: 14 April 2024.

UNICEF Is looking for a consultant who will be expected to explore gaps between teachers’ current and expected classroom level practices of inclusive education and existing teacher capacity building materials/modules and mechanisms related to IE. Key task 1 – Literature Review on policy framework and its operation. Key task 2 – Mapping and analysis of teacher capacity development resources. Key task 3 – Field research on teacher practices at the school environment and classroom level. Kay task 4 – Analysis and Reporting. Key task 5 – Debriefing and validation meeting.

[Seminar] The culture trap: ethnic expectations and unequal schooling for black youth

Date: 2 May 2024.

Time: 5:00pm – 6:30pm (UK time).

Location: University of Sussex and Zoom.

The Centre for International Education at the University of Sussex hosts an event with Derron Wallace, cultural sociologist of race, ethnicity, and education at Brandeis University, USA. Drawing on rich observations, interviews and archives in London and New York City schools, Derron Wallace suggests that the use of culture to justify Black Caribbean students’ achievement obscures the very real ways that school structures, institutional processes, and colonial conditions influence the racial, gender and class inequalities Black youth experience in schools. Wallace reveals how culture is at times used as an alibi for racism in schools, and points out what educators, parents and students can do to change the beliefs and practices that reinforce racism.

[Virtual training] Introduction to Deafness, Deaf Child Worldwide

Dates: 14, 15, 16th May.

Time: 10.30am-12.30pm UK time (each day).

Location: Three two-hour sessions on Zoom, with an online learning portal for independent study before the first Zoom.

Deaf Child Worldwide’s next training course, Introduction to Deafness, is now accepting applications!

It’s uniquely designed for professionals in organisations working with deaf children or considering doing so in developing countries. If you’re unsure regarding how to communicate with deaf children, want to know more about deaf culture and identity, or want to understand more regarding the different types of deafness – this course is for you!

Although there is no charge for the course, participants are expected to attend all of the three sessions and contribute actively.

Apply online.

[Webinar] Psychosocial Support for Students in Gaza

Date: 8 April 2024.

Time: 08:00 London.

Location: online.

In light of the ongoing humanitarian crisis, INEE and the Norwegian Refugee Council (NRC) invite you to a webinar focused on supporting the psychosocial wellbeing of children in Gaza. This webinar seeks to shed light on the vital role schools and educators play in offering psychosocial support to children, once conditions permit the reopening of schools and temporary learning centers in Gaza. Panelists, including representatives from NRC, research partners, and INEE, will provide valuable insights into practical strategies for supporting the psychosocial wellbeing of children in Gaza. This webinar also serves as a call for international attention and support for the right to education in Gaza, emphasizing actionable steps that can be taken to make a meaningful difference.

*This webinar will be conducted in Arabic and English with simultaneous interpretation between these languages.

[Conference] Inclusion and Education Systems Transformation

Date: 18 April 2024.

Time: 1:00 PM to 10:00 PM UTC/ 13:00-22:00 GMT/15:00-00:00 CET.

Location: Washington, USA, remote option available.

The Center on Universal Education at Brookings will hold its annual symposium on education system transformation, co-hosted this year with Special Olympics and the Global Partnership for Education. This symposium will convene key policy and decision makers, researchers, and practitioners committed to advancing education for people with disabilities, as well as learners with IDD themselves, to address the question ”What would it take to transform education systems to be truly inclusive for learners with disabilities?”

[Videos] OCED webinars on equity in ECE and AI in accessible learning

The following OECD webinar recordings are available to watch

Diversity + Quality = Equity? A complex equation for early childhood education and care

This webinar was on the intersection of diversity and quality in Early Childhood Education and Care. The webinar took place on 4 March: Watch to discover correlations between dimensions of diversity and ECEC quality, delve into what aspects of quality matter most for diverse backgrounds, and identify policy priorities for enhanced provision.

View the webinar recording on YouTube.

Decoding the hype: can AI help create accessible and inclusive student learning?

In this OECD webinar, educators, policy makers and technology developers explore the potential of AI in creating accessible and inclusive learning environments. They will discuss personalised learning, examining how AI can support tailored educational experiences that respect diversity in classrooms, and talk about the future impacts of AI in equity and inclusion in education.

View the webinar recording on YouTube.

[Blog] Interview: Promoting inclusivity and female empowerment through adult and lifelong learning in Egypt

UNESCO interviewed Mr Hegazi Idris, Adviser to the Egyptian Minister of Education on the new adult learning curriculum framework, a gender-transformative framework for adult learning and education. It aims to enhance inclusivity and empower women, families and communities. The new framework promotes inclusivity, with specific emphasis on supporting marginalized groups and families.

Read the interview.

[Blog] ECW interview with AU Commissioner for Education, Science, Technology and Innovation

Education Cannot Wait published an interview with Professor Mohammed Belhocine, Commissioner for Education, Science, Technology and Innovation within the African Union. In his answer to the first question, “How can African Union Member States work with donors, civil society partners and multilateral organizations to transform and accelerate the delivery of education for girls and boys impacted by armed conflicts, forced displacement and climate-induced disasters in Africa?” Professor Behocine gives examples from the DRC, Somalia, South Sudan, Mozambique, Kenya, and Nigeria. The interview also discusses girls’ education and how to link climate action and education.

[Blog] How to meaningfully measure learning outcomes of learners with disabilities

This blog discusses the question of “what is inclusion in assessment”. Sustainable Development Goal 4, providing learners with inclusive and equitable quality education, requires us to measure how learners are progressing towards learning. Inclusive assessment means giving all learners equitable access to learning assessments and equitable opportunity to demonstrate their knowledge. When learners with disabilities take assessments that aren’t equitably designed, their results may not represent their true knowledge.

Read the blog.

Deadline expired Consultant on Inclusive Education in Emergencies

Location: remote, New York, USA.

Duration: 1 April 2024 – 30 June 2024.

Application deadline: 19 Mar 2024 Eastern Daylight Time.

UNICEF is looking for a consultant who will identify concrete operational challenges faced by practitioners to implement disability inclusive education in emergencies and:

Organize and facilitate a webinar featuring relevant experts and practices from countries in response to one or more of the identified operational challenges and based on developed case studies of inclusive education in emergencies programmes.
Organize and facilitate an interactive knowledge sharing event such as an online deep dive, virtual Q&A, virtual roundtable, etc. to facilitate sharing of experiences and knowledge across countries.
Develop one or more roadmaps/decision tools in response to challenges to facilitate rapid access to appropriate resources and support mechanisms for stakeholders.

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