Blog

An unprecedented number of people are on the move globally due to conflict, violence, or natural disasters. More focus is put onto refugees and less is on people that have been displaced within their own national borders – internally displaced people (IDPs). This synthesis paper collects research on the situation of IDPs and the outcomes from five INEE round table events held in March-April which had the purpose of listening and working with IDPs.

This paper is available in English, with translations forthcoming in Arabic, French, Portuguese, and Spanish.

Read the paper online.

A MESHGuide has been written for teachers and professionals in deaf education, professionals in special needs, non-government-organisations (NGOs) – especially those that support deaf education, audiologists, parents, headteachers and teacher-training institutes in developing countries, and trustees of charities. This guide covers a range of aspects associated with deaf education in the Global South (low and middle income countries) and aims to provide research and case studies to everyone that is interested in deaf education provision in these areas. It also shares strategies and ideas based around inclusive deaf education.

Browse the guide.

1. This morning, a new policy paper, Right from the Start, reminds countries of their SDG 4 commitment to ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.

Continue reading “Early childhood education should be compulsory and inclusive”

Read the latest edition of Inclusion Now. A voice for the Inclusion Movement in the UK. Published by The Alliance for Inclusive Education, World of Inclusion and Inclusive Solutions.

Educational technology plays an important role in ensuring children and young people with disabilities have fair access to the school curriculum, along with opportunities that can help develop their independence and social involvement. EdTech can play a powerful and dominant role in supporting children’s learning, and they do this by providing access to technology and making sure children can use this technology appropriately and independently. This can give the children the opportunity to participate in, and enjoy the full school curriculum’s benefits. EdTech focuses on making a positive difference mainly in low- and middle-income countries (LMICs).

A review of published papers establishes how successful EdTech has been in terms of improving educational access, learner engagement, viability, and learning outcomes in LMICs.

Read the review.

This message is sent on behalf of the UNESCO IOS Evaluation Office.

Version française ci-dessous.

Versión en español a continuación.

The UNESCO Internal Oversight Service (IOS) Evaluation Office with the support of an independent external consultant team from ‘Ockham IPS, Netherlands’ is currently conducting an evaluation of UNESCO Education Sector’s work on Inclusion in Education.

In order to take stock of achievements so far, as well as to explore the potential for strengthening the UNESCO Education Sector’s work with a focus on inclusion as well as for enhancing inclusion mainstreaming in education, this survey is designed to collect information on how UNESCO Member States and external stakeholders (UN and other partners, experts, donors, and other stakeholders) perceive UNESCO’s work and its role in the area of inclusion in education.

Your input is therefore of significant value for the evaluation and you are cordially invited to participate in the evaluation survey for external stakeholders, which will take about 15-20 minutes to complete. Your responses will be collected anonymously and will only be analyzed and presented at an aggregated level. All data will be treated with the highest level of confidentiality.

Kindly note:

When we refer to inclusion in education in this survey, we refer to the idea that: “Every learner matters and matters equally”.
Working on inclusion in education is regarded as a process that helps overcome barriers to the presence, participation and achievement of all learners.

Access the online survey.

The deadline for completing this survey is Sunday 25 July 2021.

Should you have any technical problems or questions, please feel free to contact Mr Gert-Jan Lindeboom from the evaluation team at g.lindeboom@ockham-ips.nl or Ms Syreen Forest at the UNESCO Internal Oversight Service, Evaluation Office at s.forest@unesco.org.

Thank you in advance for your participation.

With kind regards,

The UNESCO Internal Oversight Service (IOS), Evaluation Office

Version française:

Ce message est envoyé de la part du Bureau de l’évaluation de l’UNESCO (IOS)

Chère Madame, cher Monsieur,

Le Bureau de l’évaluation du Service d’évaluation et d’audit de l’UNESCO (IOS) mène actuellement, avec le soutien d’une équipe d’évaluateurs externes et indépendants de la société ‘Ockham IPS, Pays-Bas’, une évaluation portant sur le travail du Secteur de l’éducation de l’UNESCO dans le domaine de l’inclusion dans l’éducation. Nous avons élaboré la présente enquête afin de faire état des succès enregistrés jusqu’à présent et d’identifier les domaines potentiels dans lesquels le Secteur de l’éducation pourrait renforcer son action en matière d’inclusion, y compris afin d’améliorer l’intégration de l’inclusion dans l’éducation.

Cette enquête est conçue pour recueillir des informations sur la manière dont les États membres de l’UNESCO ainsi que les parties prenantes externes (ONU et autres partenaires, experts, organismes donateurs et autres parties prenantes) perçoivent le travail de l’UNESCO et son rôle dans le domaine de l’inclusion dans l’éducation.

Votre contribution est ainsi d’une grande valeur pour l’évaluation et vous êtes cordialement invité à participer à cette enquête en ligne destinée aux parties prenantes externes. Il vous faudra 15-20 minutes pour y répondre. Vos réponses seront enregistrées de manière anonyme et les résultats ne seront présentés qu’à un niveau agrégé. Toutes les données seront traitées avec le plus haut degré de confidentialité.

Remarque :

Lorsque nous faisons référence à l’inclusion dans l’éducation, nous nous référons à l’idée selon laquelle :

« Chaque apprenant importe et importe de la même manière ».

Le travail en matière d’inclusion dans l’éducation est considéré comme un processus qui aide à surmonter les obstacles qui limitent la présence, la participation et la réussite de tous les apprenants.

Veuillez cliquer sur ce lien pour accéder à l’enquête.

La date limite pour y participer est le dimanche 25 juillet 2021.

Si vous avez le moindre problème technique ou des questions, n’hésitez pas à contacter M. Gert-Jan Lindeboom de l’équipe d’évaluation à l’adresse électronique g.lindeboom@ockham-ips.nl ou Mme Syreen Forest du Bureau de l’évaluation du Service d’évaluation et d’audit de l’UNESCO (IOS) à l’adresse électronique s.forest@unesco.org

 

Merci d’avance pour votre participation.

Bien à vous,

Le Bureau de l’évaluation du Service d’évaluation et d’audit de l’UNESCO (IOS)

 

Versión en español

Este mensaje se envía en nombre de la Oficina de evaluación de la UNESCO (IOS)

Estimada señora, estimado señor,

La Oficina de evaluación del Servicio de Supervisión Interna (IOS), con el apoyo de un equipo de consultores externos independientes de “Ockham IPS, Holanda”, está realizando una evaluación sobre el trabajo de la UNESCO en el campo de la inclusión en la educación. Hemos desarrollado esta encuesta con el objetivo de informar acerca de los éxitos alcanzados hasta el momento y explorar áreas potenciales en las que el Sector de educación podría fortalecer su acción en materia de inclusión, incluida la transversalización de la inclusión en la educación.

Esta encuesta está diseñada para recopilar información sobre cómo los Estados Miembros de la UNESCO y las partes interesadas externas (Naciones Unidas y otros socios, expertos, agencias donantes y otras partes interesadas) perciben el trabajo de la UNESCO y su papel en el campo de la inclusión en la educación.

Vuestra contribución es, por tanto, de gran valor para la evaluación y le invitamos cordialmente a participar en esta encuesta en línea destinada a las partes interesadas externas. Le tomará alrededor de 15-20 min responderla. Sus respuestas se registrarán de forma anónima y los resultados solo se presentarán a nivel agregado. Todos los datos serán tratados con el mayor grado de confidencialidad.

Toma nota de que:

Cuando hablamos de la inclusión en la educación, nos referimos a la idea de que: «Todos los estudiantes importan e importan del mismo modo».

Trabajar en aras de la inclusión en la educación se considera como un proceso que ayuda a superar barreras a la presencia, la participación y el éxito académico de todos los estudiantes.

Haga clic en este enlace para acceder a la encuesta.

La fecha límite para participar es el domingo 25 de julio 2021.

Si tiene problemas técnicos o preguntas, no dude en ponerse en contacto con el Sr. Gert-Jan Lindeboom del equipo de evaluación en g.lindeboom@ockham-ips.nl o con la Sra. Syreen Forest de la Oficina de evaluación de la Oficina Interna de la UNESCO. Servicio de Supervisión (IOS) a la dirección de correo electrónico s.forest@unesco.org

Gracias de antemano por su participación.

Atentamente,

La Oficina de evaluación del Servicio de Supervisión Interna (IOS)

We have introduced a new section on our website that focuses on one of our current projects in partnership with Norwegian Association of Disabled. The project – which is part of the Norad-funded Together for Inclusion programme – helps disabled persons organisations (DPOs) gather knowledge and skills on inclusive education and develop a clear vision for the education system’s future. DPOs are not always strong advocates of inclusive education, so this capacity building project helps them more effectively engage with schools and education authorities to advocate for change.

The DPO capacity building project is showcased on the website with information on its background, the process, and recently produced project materials. The process page outlines the main project stages as: selecting and supporting trainers, developing training modules, and action research. A video is also included which provides skills for inclusive facilitation.

The latest issue of `Journal on Education in Emergencies` (JEiE) – Volume 7, Number 1 – focuses on the early development of young children in emergencies, and raises awareness to some lessons that are being learned. This is relevant as more and more children are being born into crises, which can negatively impact their lives. This publication includes research articles, field notes, book reviews, and commentaries.

The full text of each article is available in English, with the abstract and title of each article being available in Arabic, French, Portuguese, and Spanish as well as English.

This issue of JEiE, along with previous issues, can be downloaded for free from the INEE website.