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Good quality teaching is at the heart of inclusive education. But too often teachers are not given the initial training and ongoing professional development and support they need to be ‘good teachers’, which makes it very difficult for them to become inclusive teachers.

This toolkit from Save the Children, written by EENET team members, provides a selection of workshop sessions to help teachers develop essential skills. These skills will be a foundation onto which more complex and specialist training, such as issues of inclusion and diversity, can be built. These foundational sessions can also be woven into inclusive education training, for instance, if the trainer notices gaps in teachers’ skills and experience or wants to help boost their confidence by strengthening their core skills.

The toolkit is available in its original format: The Foundations of Teaching: Training for educators in core teaching competencies (PDF).

It has also been adapted for use in Tanzania: The Foundations of Tanzanian Teaching: Training for educators in core teaching competencies (PDF).

Have you already subscribed to our mailing list to receive our weekly update emails? If so you will recently have received an email asking you to confirm that you want to stay on the list. We have to ask you this because of a new EU data protection regulation – the GDPR – which comes into force on 25 May 2018. If you don’t reconfirm your subscription, we have to remove you from our mailing list. We want to keep you in our global inclusive education network, so please do remember to reconfirm your subscription.

If you haven’t previously signed up to our mailing list, why not do it now?! You can sign up via our website.

Forced Migration Review (FMR) issue 60 – to be published in February 2019 – will include a major feature on education.

Deadline for submission of articles: Monday 15th October 2018

Read the full call for articles.

Conflict and displacement can cause significant disruption to school attendance and learning. Although governments have made significant progress towards meeting various education-related goals, children and youth affected by conflict and specifically by conflict- and disaster-induced displacement make up the overwhelming majority of those who still do not have access to the ‘inclusive and equitable quality education’ and ‘lifelong learning opportunities’ set out in Sustainable Development Goal 4 and agreed as essential in the Education 2030 Agenda. The implications of inadequate education planning and delivery in displacement contexts are considerable.

This new issue of FMR will provide a forum for practitioners, advocates, policymakers, researchers and those directly affected to look at recent developments, share experience, debate perspectives and offer recommendations.

See full call for articles for a more detailed outline of the proposed scope of the FMR issue.

The FMR Editors are looking for policy- and practice-oriented submissions, reflecting a diverse range of experience and opinions, which address questions such as the following:

• What examples are there of effective provision of quality education in displacement, and what can be learned from these examples?
• What has been learned about expanding successful learning initiatives? How does this vary in differing contexts of forced migration?
• What particular challenges arise in the provision of education depending on the type of setting, whether camp, urban or other?
• How can protection of children and young people in conflict and displacement be strengthened, with a particular view to improving their educational prospects?
• What impact does the psychosocial well-being of children have on their learning, and how can these needs best be met in order to help them learn?
• How can the specific educational needs of different groups of displaced people be addressed? For example, how can education providers ensure that disability, gender, language, ethnicity, and more are not barriers to equal educational opportunities?
• How can youth who have missed out on education and training access what they have missed as children? What contribution can Accelerated Learning Programmes make?
  What opportunities are there for early childhood development in displacement? What practices are promising?
• Are new forms and uses of technology – including distance learning – filling any gaps in educational provision, whether as interim measures or for the longer term? What are their advantages and disadvantages?
• What are the advantages and disadvantages of refugee children studying the curriculum – and in the language – of the host country?
• How can education in countries of origin, countries of first asylum, and resettlement countries best address certification, validation and equivalency issues relating to learners and teachers?
• How are teacher qualifications, professional development, salaries and well-being addressed in displacement?
• What is the role of peace education programmes to address social cohesion in displacement and in the case of return?
• In what ways are formal and non-formal education coordinated and linked, from the perspectives of learners and systems?
• What role do school feeding programmes have in supporting education provision?
  What examples are there of good practice in a) joined-up humanitarian and development education planning and b) joined-up refugee and IDP response coordination mechanisms, including, but not limited to, the Education Cluster)?
• How can local education authorities and humanitarian actors best coordinate their responses?
• What are the main challenges for education in displacement that hinder progress toward global goals, such as the Sustainable Development Goals, and how might these be tackled?
  How are the INEE Minimum Standards in Education used?
• What are the implications of initiatives such as the Comprehensive Refugee Response Framework, the Global Compacts, the Global Partnership for Education and the Education Cannot Wait Fund for education funding and programming?
• How can the research community support the humanitarian and development communities to produce and harness effective and reliable evidence, both for the short-term needs of programme design and delivery in complex environments, and the long-term needs of effective decision making by governments?

Please note that when we use the term ‘displaced’ we are referring to both internally displaced children/youth and refugee children/youth.

Maximum length: 2,500 words.

Deadline for submission of articles: 15th October 2018

If you are interested in contributing:

• send a brief outline of your proposed article to the Editors at fmr@qeh.ox.ac.uk so that they can advise on suitability
• consult the guidelines before beginning to write your article
• ensure your article complies with the submission requirements before submitting the article. The editors will be unable to accept any article that does not comply with these requirements.

FMR welcome articles on other subjects relating to forced migration for consideration for publication in the ‘general articles’ section of the issue.

Note: FMR is not linked to EENET so please contact the FMR editors directly with any queries.

EENET’s video-based teacher training resource – “An Inclusive Day: Building foundations for learner-centred, inclusive education” – is available online with subtitles.

We’re gradually adding subtitles in more languages. So far you can watch the films on YouTube with the following subtitles:

Arabic
English
French
Portuguese
Russian
Spanish
Swahili

We will soon add Dari and Ukrainian.

We’d love to add even more languages. If your organisation could help to translate the subtitles into another language, or if you could help fund a translation, please do contact us.

The Global Education Monitoring Report (GEMR) has launched a campaign calling for all countries to report back to their citizens on their progress in education. The campaign is called #MakeItPublic.

The campaign highlights that: “Governments are the primary duty bearers for the right to education. Governments should be transparent about their progress towards their education commitments so that we can hold them to account. However, only one in every two countries have published a national education monitoring report since 2010, and most do not produce them very regularly.”

The campaign calls on

“All governments to:

•  take steps towards producing a regular national education monitoring report, capturing progress on education commitments across all education levels, and government education expenditure;
•  make reports publicly available to their citizens, including on the internet;
•  use their national education monitoring reports as key sources for the education section of their SDG national voluntary reviews;

 All regional organizations with an education agenda to:

•  produce regional education monitoring reports, based on their regional education strategies and monitoring frameworks, thereby influencing national approaches to monitoring education.”

Find out more about the campaign and what you can do to contribute.