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For several years EENET has encouraged discussions around making education transitions more inclusive. With Open Society Foundation’s support, EENET has released a publication entitled ‘A Continuum for Inclusion – home learning, education transition, and inclusive school-based learning’ which highlights stories about the transition experiences of young learners and stakeholders.

All the stories were collected during the COVID-19 pandemic. They document where transitions to new schools were, or were not, facilitated. And they illustrate how home learning materials created by EENET and Norwegian Association of Disabled supported learners with the transition from school to home-based learning and back again. Most of the stories highlight the scale of disruption, changes, and challenges – and the creativity and resilience of learners, families, and teachers.

IMPORTANT NOTE: These materials feature the stories and voices of education stakeholders from Ukraine. The materials were created before the current invasion of Ukraine. EENET has decided to continue using and sharing these materials because we believe the voices of Ukrainian children, families and teachers need to be heard, even though their experiences will now be very different from those shared in our materials. EENET stands in solidarity with the people of Ukraine.

The British Council released a video series called ‘Inclusion in Remote Learning’. The three video series was compiled in 2021 during the Covid-19 pandemic. EENET provided the technical expertise and produced the videos.

The series will be used by the British Council to support and guide English teachers from low and middle-income countries to be inclusive when working with students remotely but the videos provide practical advice that will help a much wider range of educators.

These videos, and many more, are available to watch on on EENETs YouTube channel.

An Open Access book, entitled Learning, Marginalization, and Improving the Quality of Education in Low-income Countries by Daniel A. Wagner, Nathan M. Castillo and Suzanne Grant Lewis (eds). is now freely available to download in PDF and HTML formats.  

Improving learning evidence and outcomes for those most in need in developing countries is at the heart of the United Nations’ Sustainable Development Goal on Education (SDG4). This timely volume brings together contributions on current empirical research and analysis of emerging trends that focus on improving the quality of education through better policy and practice, particularly for those who need improved ‘learning at the bottom of the pyramid’ (LBOP).  National and global experts present multiple broad thematic papers and outline how achieving SDG4 will take renewed and persistent effort by stakeholders to use better measurement tools to promote learning achievement among poor and marginalized children.

This volume builds on the second international conference on Learning at the Bottom of the Pyramid (LBOP2).  The first volume Learning at the Bottom of the Pyramid (LBOP1), may also be obtained for free in PDF and HTML formats.

During 2022, DSA are working with Down Syndrome International (DSi) and Down’s Syndrome Scotland to run a UK-wide research and advocacy project on inclusive education; its definition and implementation.

They will be sharing weekly key messages on the subject of Inclusive Education for all learners throughout 2022.  They will be distributing concise answers to FAQs, by professionals and people with lived experiences, including self-advocates and hope to use these to raise awareness and advocate for long-term system change.

EENET and Norwegian Association of Disabled (NAD) have produced a new home learning activity booklet for early childhood development (ECD)!

In the early years, when children are aged 0-8, they develop and learn best when they play. The activities in this booklet are for all families of young children with and without disabilities. Adults and older siblings (sisters and brothers) can use the activities to help young children learn through play.

This booklet helps to think of play activities using objects that can be found in and around the home. It suggests ways to help young children learn through play. There are also suggestions for how to change each activity to suit different children’s needs and interests.

Read more about the EENET/NAD inclusive home learning project.

This list of reports and other resources was shared during the Global Disability Summit side event: “Every Learner Matters: Sharing Experiences from the World Bank’s programs on Disability-Inclusive Education” on 17 February 2022.

IDA: Inclusive Education Flagship Initiative

IDA Inclusive Education Global Report

IDA Technical paper on Universal Design for Learning (UDL)

Inclusive Education Initiative: Survey report on COVID-19 school closures

Inclusive Education Initiative: A Landscape Review of ICT for Disability

NORAD/HI/Agence Francaise de developpment (in French)La situation éducative des filles handicapées en Afrique de l’Ouest

Teach: a free classroom observation tool

The World Bank Inclusive Education Initiative: Pivoting to Inclusion: Leveraging Lessons from the COVID-19The World Bank

The World Bank Disability-Inclusive Education in Africa Programme

The World Bank Inclusive Education Initiative: The Challenge of Inclusive Education in Sub-Saharan Africa

Young Africans Leadership Initiative