Blog

This study examines the critical roles and innovative practices of refugee teachers in the borderland of Thailand and Myanmar amidst protracted refugee situations. Using qualitative methods, the research explores how these teachers navigate spatial and temporal liminality, characterized by dislocation and indefinite waiting periods, respectively, inherent in their environment. Despite these adversities, refugee teachers demonstrate remarkable resilience and entrepreneurship by engaging in income-generating activities, securing internal recognition, and integrating cultural identity into their teaching, thereby fostering a strong sense of community and hope. By highlighting the efforts of refugee teachers, this study critiques the market-oriented shift from humanitarian to developmental approaches that emphasize ‘self-reliance’, revealing the necessity of addressing the complex realities of refugee life.

Read the full article.

The International Journal of Educational Development has published an article on a case study in Papua New Guinea. This case study examines education provision for students with disabilities and additional learning needs (DALN) in a ‘model’ inclusive primary school in Papua New Guinea. It is based on classroom observation and semi-structured interviews with selected teachers. It analyses the pedagogical practices of the teachers, their inclusivity, and the variables shaping them. It was found the teachers struggled to meet the needs of students with DALN, particularly deaf learners, due to multi-level constraints. In the light of the findings, strategies for promoting inclusive education within the country are discussed.

Read the full article.

Adenike Oladosu is a leading Nigerian ecofeminist, climate justice leader and researcher.

In this interview, she says: “With education, the dreams of the 18 million girls and boys who are out of school could become a reality. They could become agriculturalists, providing climate-smart innovations to tackle hunger and climate change, or public health experts to tackle environmental health issues – even become the president of a country, leading the way in making better decisions that could position citizens and cities towards sustainability.”

Read the interview.

UNESCO and the African Union Commission are spearheading efforts to create a transformative STEM ecosystem by addressing barriers to STEM in areas such as unequal access, gender gaps, and limited resources.

In Africa, 30% of science professionals are women. Despite progress, women and girls continue to face significant barriers, including cultural biases, limited access to female role models, and insufficient supportive policies. These challenges contribute to stark disparities, exemplified by the fact that women constitute less than 15% of engineering and technology researchers in some West and Central African countries.

Beyond gender, consideration must be given to how socio-economic status, disability, and location impede access to STEM education. Systemic obstacles such as inadequate infrastructure, limited digital access, and financial constraints can marginalize entire groups, thereby limiting the pool of talent and ideas available to advance STEM in Africa.

Read the full article.

The international day against violence and bullying at school took place in November 2024. UNESCO uploaded an article together with further resources from the first Global Ministerial Conference on Ending Violence Against Children.

“This year’s [2024] theme builds on global commitments and underscores the urgency of addressing violence in and through education and investing in cross-sectoral partnerships. By amplifying learners’ perspectives and children’s voices, UNESCO calls on leaders to fulfill their commitments and promises to transform learning environments into safe and inclusive spaces where children can learn and thrive.”

Read the article and resources.

Transforming education and employment opportunities for children and young people with disabilities (Side Event, Action Day 1, Summit of the Future).

This video is from an event in September 2024: Sharing positive and practical solutions, speakers with lived experience outline how we can build inclusive systems so all children and young people can learn and access the workforce; and why assistive technology is crucial to this.

Watch the video (one hour and 21 minutes).

The World Bank has published a new ‘Inclusive Education Approach Paper’. This article introduces the paper:

Access, participation and achievement in education is still a challenge for learners with disabilities. Despite considerable progress worldwide to strengthen access to education and the quality of education, many of the most vulnerable and marginalized learners are still left behind. … The paper introduces four principles to support inclusion of any marginalized groups in education and focuses on applying these principles to disability inclusion in education.”

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“Disability should not be viewed as an inherent trait of an individual but as a result of societal barriers that prevent full participation. ..Trade unions representing teachers and education support personnel need to champion a new, inclusive model that actively breaks down these barriers.” writes Alan Hackett in this blog.

“When trade unions shift the focus from “what’s wrong” to “what needs to change,” they contribute to a truly inclusive environment that celebrates diversity and enables everyone to achieve their potential.”

Read the blog.