Global inclusive education updates from EENET and other organisations.

[Blog] Monitoring equity through verified data: how Egypt’s 2025 education reforms are reframing progress and revealing what still must be done
“Across the SDG 4 landscape, education systems aspire to equity, inclusion and quality, yet the data needed to monitor these aspirations are often fragmented, incomplete or outdated,” writes Amira Awaad in this blog. She outlines how Egypt has improved its data collection, the results and actions taken. “[The dataset] covers 25.8 million students, 52,375 public schools, 9,681 private schools, and 1.26 million … Continue reading [Blog] Monitoring equity through verified data: how Egypt’s 2025 education reforms are reframing progress and revealing what still must be done

[Press release] UNICEF calls for the protection of children: Gaza, Iran, Sudan
UNICEF has issued press releases and statements about the situation of children in Gaza, Iran, and Sudan. Gaza: “More than 100 children have been killed in Gaza since the ceasefire of early October. That is roughly one girl or boy killed every day. During a ceasefire.” “A ceasefire that slows the bombs is progress — … Continue reading [Press release] UNICEF calls for the protection of children: Gaza, Iran, Sudan

[EENET news] Updated privacy policy
EENET has made a minor update to its privacy policy. The changes are: Removal of EENET’s no-longer active PO Box address; Adding EENET’s telephone/WhatsApp number as a contact option; Updating the location of our email/website server (it is now hosted in the UK not the USA); Removing mention of Twitter/X as we no longer have … Continue reading [EENET news] Updated privacy policy

[Blog] Planning for inclusive education in West Africa: Driving change through capacity building and partnerships
This blog is about the “Planning for Inclusive Education” programme in West Africa. This program supports 8 countries—Cabo Verde, The Gambia, Guinea, Guinea Bissau, Mali, Mauritania, Senegal and Sierra Leone—to make sure children and young people with disabilities are included in all education policy. The first step is around capacity building. Zeinabou Gaye, a participant … Continue reading [Blog] Planning for inclusive education in West Africa: Driving change through capacity building and partnerships

[Blog] All means all: Why children with disabilities must be included in early years investment
Theirworld’s published a report, “All Means All: A Call for Disability-Inclusive Early Years Financing”. Children with disabilities are 25% less likely to attend preschool than their peers and 49% more likely never to attend school at all. Solutions already exist: Early childhood systems and services can be designed with all children in mind rather than … Continue reading [Blog] All means all: Why children with disabilities must be included in early years investment

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