The GLAD Inclusive Education Working Group (IEWG) has unveiled the 2022 GLAD Infographic on Inclusive Education.
For more information on the GLAD IEWG, visit the working group page where you can download the infographic in English, Spanish, French, Arabic and Russian.
Deadline: 31st March 2022
The Southern Africa Federation of the Disabled (SAFOD) and UNICEF have launched an advocacy project dubbed #Inclusive Young Voices (#IYV). Part of it is the ‘Become An Agent of Change Young Writers Competition’ which provides an opportunity for children and youths with disabilities to use their writing talents to highlight and discuss issues that matter to them.
It’s not too late to enter the competition if you’re aged between 15 and 24 years in any of the 16 SADC countries and have any form of disability. Find out more on the SAFOD website.
All winning entries will also be published in an e-book anthology and promoted on social media.
Email your entry to: youngvoices@safod.net
Deaf Child Worldwide wanted to find out more about the many ways that the pandemic has impacted on the education and lives of deaf young people in secondary schools in West Bengal during the COVID-19 pandemic
“Even before the pandemic, we knew that deaf children in developing countries can experience a delay of up to ten years in developing their first language.”
Read (and watch a video) all about their study with recommendations which includes case studies from deaf young people themselves offering their own reflections and opinions.
Reimagining Education: Distance Education in Humanitarian Settings is an INEE interview series featuring a range of perspectives on distance education in crisis-affected contexts, as presented by teachers, implementing actors, donors, and academics delivering distance education interventions in crisis contexts. Some episodes present real-life examples and solutions, while others focus on theoretical concepts about distance education in humanitarian settings.
Each episode is hosted by a different member of the INEE Distance Education Reference Group (DERG). Please see the website for more information about the INEE DERG.
Reimagining Education: Distance Education in Humanitarian Settings is available on Apple, Google, Spotify, Audible, and wherever you get your podcasts.
INEE shares concern for the Ukrainian people during the current conflict, and hope for the safety of it’s members, colleagues, and all others in Ukraine.
Until the violence ends, INEE advocates for the continuity of education for those inside Ukraine and the protection of schools and education institutions against attack.
The INEE Secretariat is in close contact with partners, including UNHCR, the Global Education Cluster, the Alliance for Child Protection in Humanitarian Action, and others, to support a streamlined response and sharing of information and resources related to education in emergencies in the Ukraine context.
For general information and news on the conflict in Ukraine, please visit ReliefWeb.
The Asian Centre for Inclusive Education (ACIE), Bangladesh have opened the call for papers for the 6th International Conference on Equity and Inclusion in Education to be held on 19-21 May 2022.
The theme of submissions is “a system without discrimination: redefining education in the context of 21 century”. The deadline for submission of all abstracts is 31 March 2022.
Please find more details on the conference website.
Date: Saturday 12 March 2022
Time: 06.00am UTC
Creating girls’ access to education during emergencies is always challenging. Research shows that girls in emergencies are disadvantaged at all stages of education and are more likely to be out-of-school than in non-emergency settings.
This webinar, hosted by the INEE Inclusive Education Task Team with a panel of expert guests, will present an empirical overview of what works to support girls’ access to education in emergencies within the Bangladesh context. It includes presentations from protracted crises as well as natural disaster-related emergencies.
Please look at the website to register for the event.
This web event will be conducted in English with closed captioning in English.
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.