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Transforming Education for Disability Inclusion: A Call to Action for All Children.

The Transforming Education Summit (Saturday 17 September) was an opportunity for world leaders to commit to transforming education so that every child in the world can access quality, equitable, inclusive education and lifelong learning.

This includes the 240 million children with disabilities worldwide who, even before COVID-19 disruptions to education, experienced disparities in learning. Compared to children without disabilities, children with disabilities were 49% more likely to have never attended school and 42% less likely to have foundational reading and numeracy skills (UNICEF, 2021).

Transforming education to reach all learners, including those with disabilities, is needed to ensure resilient and inclusive education systems. Solutions that support the inclusion of learners with disabilities, who are often those most at risk of neglect, stigma and abuse, are the same approaches that support the well-being and success of all learners.

This is an ambitious call to action.

Read more and sign on to the call to action today!

 

 

**Deadline expired** [Webinar]: Leonard Cheshire and FHI60 roundtable on inclusive education – 6 October 2022

Date: 06 October 2022.

Time: 09:30-11:00 EST (14:30-16:00 BST and 15:30-17:00 CET).

Leonard Cheshire in partnership with FHI360 has organised a virtual roundtable event on Inclusive Education and Adolescent Girls to honour International Day of the Girl Child.

Judith Herbertson, Head of Girls’ Education at FCDO will be one of the key speakers, alongside Joanie Cohen Mitchell from USAID and Charlotte McClain-Nhlapo from the World Bank. The event will be moderated by one of Leonard Cheshire’s youth alumni, Maria Njeri.

More information about the event can be found on the FHI360 events page. 

 

 

**Deadline expired** IRC vacancy: Short term Technical Advisor, Education

The International Rescue Committee seek a short term Technical Advisor, Education.

The IRC seeks an Education Technical Advisor (TA) to support education projects in its East Africa region (Sudan, South Sudan, Ethiopia, Kenya, Uganda and Somalia) and Great Lakes region (Tanzania, Burundi).

The role is to help guide on program design, provide direct technical support, and build technical capacity to implement, measure and continuously improve IRC education programs.

To ensure quality programming towards impacting the lives of children and youth affected by conflict and crisis through IRC’s work, the Education TA will support country program staff to design programs and projects that are aligned to the IRC’s outcomes and evidence framework, theories of change and core indicators; review the technical quality of proposals; input into go/no go decisions on upcoming funding opportunities; help analyze data to inform course correction; conduct technical trainings and ongoing technical coaching; share cross-context learning with country program staff; design, review and share program-specific tools; and, if needed, support senior technical country program recruitment.

See the website for more information and how to apply.

**Deadline expired** [Webinars]: Realising SDG4 – What more should we be doing for girls education?

Following the successful in-person UKFIET/Girls’ Education Challenge event in Oxford: ‘Realising SDG 4: What More Should Be Done for Girls’ Education?’ UKFIET would like to invite participants to some webinars that will add to the discussion.

UKFIET is very aware that not everyone was able to attend the in-person event and is keen to  gather as many reflections as possible on the four themes (Ambition, Gaps, Linkages and Actions) that were discussed in relation to girls’ education.

The output of both the in-person event and webinars will be a set of collectively agreed-upon priorities and next steps for each key area, due to be published in the autumn.

Register for Ambition Webinar.

Date: 28 September 2022.

Time: 11.00 – 12.00 BST.

Stakeholder groups tend to focus on different levels, types and degrees of ambition for girls’ education, leading to a lack of coherence. How can we strengthen alignment so that differences amongst actors can be used as a lever, as opposed to a barrier, for change?

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Register for Gaps Webinar.

Date: 28 September 2022.

Time: 12.00 – 13.00 BST

How can stakeholders be more aligned regarding the conceptual, discursive and practical gaps surrounding girls’ education, so that there can be a coherent and collective approach to addressing gaps?

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Register for Linkages Webinar.

Date: 29 September 2022.

Time: 11.00 – 12.00 BST.

Overall, stakeholder groups tend to have different approaches, areas of focus and priorities regarding their work on girls’ education, leading to a lack of coherence. How can we strengthen awareness and alignment so that differences amongst actors can be used as a lever, as opposed to a barrier, for change?

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Register for Actions Webinar.

Date: 29 September 2022.

Time: 12.00 – 13.00 BST.

Stakeholders often engage in activities/actions that have different areas of focus, scope and approach. This leads to a sometimes fractured and/or duplicative landscape of projects and programming, at both the global and country level. How can we strengthen awareness of different stakeholder activities/actions, so that greater alignment and coherence can be achieved?

**Deadline expired** [Webinar]: the Raised Mathematics Project – 27 and 28 September 2022

Date: 27 and 28 September 2022.

Location: online.

NextSense, in collaboration with the Raised Mathematics Project Round Table on Information Access for People with Print Disabilities, and ICEVI invite you to two online presentations.

The Raised Mathematics Project works on the automated conversion of mathematical content into accessible formats. The presentations will focus on common challenges involved in transcription, and progress made to date. They will make the case that semantically rich source files are needed to produce adequate tactile and audio-tactile forms of scientific materials.

You can learn more about the project and register on the Next Sense website.

Transforming Education Summit – call to action on disability inclusion

The Transforming Education Summit in New York (16-19 September) is an opportunity for world leaders to commit to transforming education so that every child in the world can access quality, equitable, inclusive education and lifelong learning.

To coincide with this global event, International Disability and Development Consortium, International Disability Alliance, and Global Campaign for Education have a joint Call to Action on Transforming Education for Disability Inclusion.

Read more about the TES Inclusive Education Call to Action. (Word).

Sign the Call to Action.

 

Transforming Education Summit: Our call for world leaders

Author: Takyiwa Danso, Sightsavers, September 2022

We’re setting homework for global education leaders to protect the rights of children with disabilities. Here’s why we’re doing it.

World leaders and the international education community convene in New York on 19 September at the Transforming Education Summit (TES). The summit will mobilise political ambition, action and solutions to transform the future of education and accelerate progress towards Sustainable Development Goal 4 (SDG4) – inclusive and equitable education for all children and young people.

In preparation for the summit, over the last few months education ministers have been focusing on the key areas that need attention for transformative change in our education systems: inclusive, equitable, safe and healthy schools; learning and skills for life, work and sustainable development; teachers and the teaching profession; digital learning; and financing of education.

But while discussions have highlighted the many challenges faced by children and young people around the world, the 240 million children with disabilities are being forgotten. Widening inequalities, global austerity cuts to education budgets, the impacts of COVID-19 and climate change threaten the future of learning for all, but the impacts for children with disabilities are disproportionately higher.

A girl wearing glasses and a face mask sits in a class with other children. She raises her right hand. In front of her on the desk is a raised sloping book stand.

What is the issue?

Before the COVID-19 pandemic, children with disabilities were already among the most excluded from learning. Nearly 49% of children with disabilities worldwide were likely to have never attended school, and even if they did, they were usually less likely to progress or receive proper support within the school system. Girls with disabilities often experience double discrimination based on their gender and disability, facing even more barriers to participating fully in society.

We know pandemic-related school closures disrupted lives of millions of children around the world, but for many children with disabilities the impact has been devastating. Schools are integral to the life and wellbeing of all children, as places for learning, personal development, socialising and receiving other vital services including meals and hygiene care. But the sudden shift to remote schooling often left children with disabilities unable to continue learning and cut them from the benefits of the school environment.

Pre-existing digital inequalities have worsened. While more than 90% of countries offered some form of distance learning, at least 31% of children were unable to benefit from this due to limited access to internet and technology, inaccessible tools, or lack of access to tools.

Children with disabilities already faced numerous barriers to learning and by not including them in the pandemic recovery, they risk being left behind for good. The window of time to enact change and get back on track to achieve SDG4 is narrowing.

In the middle, a woman sits on the floor holding a card saying '5'. On the left a girl sits in a wheelchair, On the right a girl sits on the floor also holding a card that says '5'. The wall behind has the alphabet painted on.

What are we calling for at the summit and why?

Until now, there has been a lack of urgency to use the TES to demand more inclusive education systems. Sightsavers and partners are calling for world leaders to act now so that the 240 million children living with disabilities around the world can access their right to a quality, inclusive education.

We want to see world leaders deliver on their promise to ‘leave no one behind’ by ensuring disability inclusion is fully embedded into their national and global education plans. That’s why through our #DoYourHomework campaign we’re setting world leaders six pieces of homework to build an inclusive education system.

  1. Sociology homework: Include children with disabilities in mainstream education and collect data that includes everyone
  2. Economics homework: Invest in inclusive training, so that teachers can respond to diverse learning needs and develop flexible curriculums for all children
  3. Politics homework: Implement policies, plans and budgets to include and support children with disabilities
  4. Computing homework: Tackle the digital divide and ensure digital learning and other education technologies are accessible for all
  5. Maths homework: Allocate sustainable financing for inclusive education so that all children with disabilities can learn
  6. Design homework: Involve people with disabilities in all stages of inclusive education design and make sure their voices are heard

Through our education work, Sightsavers has demonstrated that change is possible and that when education systems are inclusive, children with disabilities can not only access school but can learn among their peers and thrive.

We have tested approaches that embed inclusive education at all levels of the education system including:

Governments must adopt these approaches and embed them in policy. Education transformation means doing things differently. Strong political leadership, sufficient financing, and the implementation of robust institutional frameworks founded on inclusion and equity are required to make quality education a reality for all children.

None of this is possible without the voices of people with disabilities at the helm of decision-making. The TES must ensure the full representation and participation of children and youth with disabilities, their families, and their networks. Their knowledge, expertise and experience are key to creating sustainable change.

Time is running out for us get on track to meet SDG4. Priorities defined at the TES have the potential to change the future of education. We’re looking to world leaders to do their homework to ensure education transformation is truly inclusive, so the 240 million children with disabilities worldwide are not left behind.

You can also find this blog on Sightsavers’ website.

**Deadline expired** Trustee vacancy – Acorn Early Years Foundation – closing date 22 September

Remote.
Unpaid role.
Contract, 3 years, part-time.

Acorn Early Years is a charitable social enterprise providing childcare and early education, operating day nurseries, forest schools, out-of-school clubs, and specialist early years catering and training services.  We are growing rapidly, despite the challenges facing the sector, with just over 400 employees, 17 nurseries and an expected turnover of approximately £10m this year.

We now have vacancies for two trustees and are particularly keen to recruit individuals who have some knowledge or experience of early years, education, training or finance.

Being a trustee is an unpaid role usually lasting at least three years. To carry out the duties of a trustee you will need to take part in about five board meetings each year, held in Milton Keynes.

Please check out our website for more information and an applicant pack.

[New resource]: INEE Background paper on distance education in emergencies

INEE Background paper on distance education in emergencies.

This background paper highlights specific challenges, lessons learned, practices, and actions to consider when aiming to provide quality, principles-based distance education (DE) in emergencies. The paper considers inclusion and equity to be key guiding principles for education in general and calls for their application across all education modalities, especially distance education.

This paper also presents useful ideas and actions for planning, offering, or monitoring and evaluating distance education in emergencies, accompanied by examples of possible adaptations of key actions in various situations. It offers advice on three focus areas: teacher professional development in DE, utilizing technology for DE, and enabling policies for DE in emergencies. This advice is complemented by evidence-based recommendations for tackling practical difficulties.

This paper is available only in English at this time.

 

**Deadline expired** [Transforming Education Summit]: reimagining education systems 16 – 19 Sept 2022

Dates: 16-19 September 2022.
Location: New York City, US.

The ‘Transforming Education Summit’ will take place during the 77th session of the UN General Assembly (UNGA), on 16, 17, and 19 September 2022. It aims to mobilize political ambition, action, solidarity, and solutions with a view to transforming education between now and 2030.

The Summit, convened by the UN Secretary-General, aims to take stock of efforts to recover pandemic-related learning losses, reimagine education systems for the world of today and tomorrow, and revitalize national and global efforts to achieve SDG 4 (quality education).

The main expected outcomes are:

  • National and international commitments to transform education;
  • Greater public engagement around and support for transforming education; and
  • A Secretary General’s summary and call to action, which will capture the knowledge and commitments generated by the Summit and its preparatory process.

Check out the website for more information and subscribe to receive SDG event notices, news, and analysis in your inbox.