The University of Cambridge, CLS and UNRWA have published a report. This report presents evidence-based analyses of the immediate and enduring effects of educational disruption, drawing from existing data and interviews with children, young people, teachers, counsellors and experienced officials on the ground. It offers a series of recommendations for all actors, including UN agencies, international community and donors and the Occupied Palestinian Territory authorities, to support efforts at resuming equitable and quality teaching and learning in Gaza.
**Deadline expired** Technical Officer – Inclusive Education (National Position, Kenya)
Location: Dadaab Refugee Camp, Kenya.
Starting date: 1 November.
Application deadline: 10 October 2024.
Humanity & Inclusion is looking for a technical officer to contribute to the quality project implementation. The position will work closely with the project team (HI and consortium partners), HI’s technical team (inclusive education and protection specialists) and stakeholders. The project has 4 results area: access, quality, protection and crisis modifier. Across all results areas and related activities, the Technical Officer – Inclusive Education will coordinate with the consortium partners, draft/harmonize technical approaches and materials, support capacity building of the consortium and partner staff on disability and inclusive education, support quality activity implementation, and contribute to quality reporting, data analysis and lesson learning.
[Conference] UKFIET 2025 – seeking theme convenors
The UKFIET Conference, September 2025, will be organised around a number of themes, representing different aspects of the overall conference theme “Mobilising knowledge, partnerships, and innovations for sustainable development through education and training”.
Each of these themes will be led by 2 co-convenors drawn from different organisations to facilitate critical dialogue across constituencies – research, policy, practice, etc.
If you are interested in being a theme convenor, find out more.
Deadline 30 September 2024.
**Deadline expired** Pacific Technical Expert for Strategy and Coordination of ECD and Inclusion Education
Location: remote.
Duration: 12 months.
Application deadline: 29 September 2024.
The purpose of this consultancy is to support UNICEF Pacific with the secretariat role to the PRC4ECD and the Pacific Regional Inclusive Education Framework. This includes technical and operational guidance to the PRC4ECD, and support with the planning and execution of the upcoming 2025 ECD Forum. The consultant will be responsible for developing actionable and practical guidance and resources to advance ECD commitments effectively. This also includes technical and operational guidance to the Pacific IE Taskforce, including the implementation of its workplan, monitoring of PRIEF implementation through PacREF, coordination of and guidance to inclusive education efforts under PacREF and other initiatives, and preparation of contributions to PHES and CPEM meetings.
**Deadline expired** Education Specialist and Education Project Officer-Teacher Training, Somalia
Location: Mogadishu, Somalia.
Application deadlines: 7 October 2024.
Windle International Somalia are looking for an Education Specialist and Education Project Officer. The Education Specialist will play a crucial role in designing, implementing, monitoring, and evaluating the Accelerated Education Activity Project. The Education Program Officer-Teacher Training will support the implementation of the Accelerated Education Activity project.
For more information and to apply:
[Press release] ECW grant supports flood-affected learners, Somalia
US$5 Million Grant in Response to ‘Super El Niño’ Floods in Somalia, including the creation of an anticipatory action framework to protect school children from future climate hazards.
Education Cannot Wait announced the latest grant for Somalia which “will provide life-saving access to education for girls and boys impacted by massive floods, enhance preparedness to respond to sudden onset emergencies and create anticipatory action framework to protect schoolchildren from future climate hazards”.
“By re-enrolling or enrolling flood- and displacement-affected learners in formal or non-formal education programmes, we aim to deliver tailored solutions that safeguard the rights and dignity of children and enhance preparedness against future climate shocks,” said Mohamed Abdi, Country Director of the Norwegian Refugee Council.
[Blog] Testimonial of an online pre-sessional student displaced in Gaza
The RefugEAP Network published a post by Ibrahim Aldalis, a civil engineer from Gaza. He writes about an online course offered by RefugEAP:
“Despite the turmoil surrounding me, the pre-sessional English for Academic Purposes (EAP) online course at the University of Birmingham, offered through the RefugEAP Network initiative, has given me something invaluable: hope. This course was more than just an educational opportunity; it became a lifeline to a future that, until recently, felt distant and unreachable.”
[Video] Inclusive Education: A subject to study as well as a principle how to study
The German Society for Disability and Development has published video recordings on their 2023 / 2024 webinars and lecture series. Three videos are on inclusive education. Examples are discussed by Dr. Sewalem Tsega (Addis Ababa University, Ethiopia) & Prof. Dr. Jana Zehle (Hochschule Hannover – University of Applied Science). The webinars are in English with interpretation in international sign language.
Watch the webinars (scroll down to the second set of webinars).
[Article] International Literacy Day
UNESCO highlights the International Literacy Day and Prizes awarded to six initiatives. This year’s theme was “promoting multilingual education”. The prize winners include mobile libraries in Ghana, training for teachers to set up schoolbook clubs in Panama, and a programme to enhance the literacy and advocacy skills of indigenous communities in Indonesia.
Read about the six prize winners and their innovative approaches.
[Article] Global spike in attacks on education
The main topic in UNESCO’s September newsletter is the global spike in attacks on education. According to a study by the Global Coalition for Protecting Education from Attack, of which UNESCO is a member, 6,000 attacks against students, professionals and educational institutions, including 1,000 cases of military use of these institutions, were recorded worldwide in 2022-2023 – an average of 8 per day. This represents a 20% increase on the previous two years. More than 10,000 students and educators are believed to have been victims.