Tag: Inclusive Education

**Deadline expired** [Webinar]: Achieving fair and responsive school place planning in the UK – 14 July 2022

Webinar: Achieving fair and responsive school place planning: reviewing the National Framework and empowering Local Authorities

Date: 14 July 2022

According to government figures, 418,000 secondary school places will be needed in England alone by 2027 in order to meet the 14.7% rise in pupil population.

The responsibility for ensuring that there are sufficient school places in each area falls to the relevant local authority, however councils have no powers to open new maintained schools or to compel academies or free schools to expand to meet demand.  As shown by the Education Policy Institute’s analysis of admissions data in 2019, there are noticeable disparities in first choice offers, not only across the country, but also between white British families and black, Asian and minority ethnic families, the former being more likely to receive an offer from their first choice school.

This symposium provides policymakers, local authorities, education professionals and other key stakeholders with a unique opportunity to understand changing demand for school places and to develop strategies for national and local school place planning. The event will enable stakeholders to generate a collaborative approach to ensuring every child receives a quality education.

Please visit the website to register for the symposium.

AHRC Funding opportunity: the impact of arts and humanities on disability-inclusion (closes Sept 22)

Pre-announcement: international networks for disability-inclusive global development

Opening Date: 13 June 2022
Closing Date: 22 September 2022 16:00 UK time

Apply for funding to explore the impact of arts and humanities research on disability-inclusive sustainable global development.

This is a highlight notice for the Arts and Humanities Research Council (AHRC) Research Networking scheme (Arts and Humanities Perspectives and Shared Learning: Disability Inclusive Sustainable Global Development). The principal investigator must be based at a UK research organisation eligible for AHRC funding. You will need to establish international research networks.

The full economic cost of your project can be up to £100,000. AHRC will fund:

80% of the full economic cost for UK researchers

100% of the full economic cost for some international costs.

**Deadline expired** [Job]: Network Manager (based in Kenya or Uganda) – Able Child Africa

Able Child Africa is looking for a new Network Manager based in Kenya or Uganda.

This role will lead on building a new network of organisations supporting children with disabilities in Africa. The new Network Manager will play a key role in defining how the network operates.

Over the first year, the Network Manager will build the network in Africa identifying, recruiting, and managing new members. Based on a detailed understanding of civil society, they will support and strengthen the network, developing bespoke toolkits, guides and trainings that advance the work of the network members.

Please see the job description for more information.

Please feel free to contact lauren@ablechidlafrica.org.uk for questions about the role.

[Blog]: Thinking about the links between girls’ education and climate change

What do we know about the links between girls’ education and climate and environment change?

In 2021, representatives from around the world met in Glasgow for COP26, with the year being heralded the ‘make or break’ year to avert irreversible impacts upon our planet.

In this blog, Camilla Pankhurst, Education Adviser for the UK Foreign, Commonwealth and Development Office reflects how for billions of people, climate change is not a future problem but a lived reality. It is the poorest households in the poorest regions hardest hit, with women and girls disproportionately affected due to existing gender inequalities. As experts grapple with these challenges, the question of the relationship of climate change with girls’ education has been building momentum.

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[Blog]: How schools in Nepal are including children with disabilities

How schools in Nepal are including children with disabilities

The Inclusive Futures project (a consortium of specialists and global leaders in disability and development from 23 international organisations) works to tackle inclusion issues to ensure children with disabilities, including those with multiple disabilities and other learning support needs, can go to school.

This blog highlights the story of Sandip in Nepal, who lost his leg when he was 14 years old. As Sandip’s story shows, children with disabilities can struggle to attend school. They face a number of barriers, such as not having accessible transport, facing stigma and discrimination, and not being able to access learning environments that support their specific needs.

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[Blog]: UNESCO – Launch of the global report on boys’ disengagement from education

Launch of the global report on boys’ disengagement from education

On 7th April 2022, UNESCO organised a webinar in partnership to launch the new report: ‘Leave no child behind: Global report on boys’ disengagement from education’.

This article summarises some of the key points from the panel discussions and provides links to the report, the video of the launch event and other supporting resources.

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[Blog]: Localising power and responsibility for education

The Girls’ Education Challenge have launched a thematic review – localising power and responsibility for education through community-based structures

NGOs have long understood that meaningful community engagement makes education projects more relevant, successful, and sustainable. But the COVID-19 pandemic, which brought sudden school closures and disrupted INGOs’ and national NGOs’ work, catapulted communities into leading roles.

A Thematic Review by the Girls’ Education Challenge explores how structures from within the community – or community-based structures – contributed to the successful implementation of interventions during the COVID-19 pandemic. It identifies six key factors which were present in projects which successfully adapted to this new way of working.

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[Blog]: It’s not girls versus boys, it’s ALL children against gender inequality

It’s not girls versus boys, it’s ALL children against gender inequality

This blog provides an insightful response to the UNESCO report on boys’ disengagement in education – it argues that it is important to contextualise enrolment, learning and completion data within the larger situation of girls and boys.

Girls’ education remains a compelling entry point to tackle deep-seated inequalities in the education system, particularly in countries furthest from achieving SDG4 and especially as a response to COVID school closures. The blog proposes that gender equality in and through education is a more productive banner than boys’ education or indeed, girls’ education.

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‘Invest in children with disabilities’ – economics paper published by Able Child Africa

Able Child Africa have published a paper outlining the economic case for the inclusion of children with disabilities.

The paper  demonstrates why investing in children with disabilities provides exceptional value for money.  The various ways in which the inclusion of children generates economic growth means investing in children with disabilities for governments, donors and INGO’s alike is worth every penny.

Do get in contact with lauren@ablechildafrica.org.uk with any reflections.