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World Vision is supporting the Palestinian Ministry of Education, village councils and local schools to ensure that all Palestinians children can benefit from a quality education.

This factsheet presents the most up-to-date statistic on the education of children with disabilities in the occupied Palestinian Territory, a description of World Vision comprehensive and integrated approach toward inclusive education and our recommendations to improve access to quality education for all Palestinian children.

See the World Vision webpage for more information.

STiR has recently completed a research study with Microsoft Research India. This study aimed to understand the applicability and experiences of lifelong learning, as understood through teacher metacognitive capacities, motivation, the ability of teachers to mitigate prevailing Covid-19-related challenges, and teachers’ beliefs and outlook for their futures.

The highlights of this study are given below:

1. Teachers perceive themselves as motivated and fundamentally adaptive (metacognitive).
2. All teachers associate themselves with being lifelong learners.
3. All teachers have pointed out the importance of motivation and learning in their teaching.
4. Their is no overlap between teachers’ feelings of burnout and their ability to think or act metacognitively (in Karnataka).

You can read the detailed study in full on the webpage.

Inclusive schools ensure students have access to the same educational opportunities and resources, regardless of their individual abilities or differences. This Spotlight by Education Week talks about about negative treatment that LGBTQ+ students experience in school in America.  Discover how unified sports can help all students feel valued and supported; examine how districts can create more inclusive environments for immigrant students and their families and more.

Education Week (US based) publishes Spotlights on a range of education issues, including assessment, curriculum, growth mindset and more.

United Nations Girls Education Initiative (UNGEI) present a (free) online training course which is intended for education practitioners at all levels of education, civil society organisations working in the field of education and GBV, teachers’ unions, development practitioners, staff of relevant multilateral organizations, and for everyone who would like to increase their knowledge about preventing and responding to school related gender based violence (SRGBV).

The course materials have been drawn up for use by training facilitators throughout the training course, which may be provided online or in-person. It comprises five modules consisting of a facilitator’s guide, classroom presentation and participants’ workbook for each module.

Please contact UNGEI if you have any specific enquiries about the training course and materials.

Check out the website to complete the modules.

Education is a powerful tool for social mobility and cultural integration. However, it is one of the largest hurdles for migrants—particularly for forcefully displaced migrants, given their more vulnerable condition and lack of resources to pay for private education.

The paper ‘Why Student Aid Matters? Roadblocks to the Transition into Higher Education for Forced Migrants in Chile‘ explores educational gaps between migrants and natives in Chile, a country that provides free public education to newcomers.

The paper confirms previous findings that show that migrants have lower advancement and enrollment rates than natives at every school level. Moreover, it finds that financial aid applications constitute a major roadblock preventing migrant students from accessing higher education.