The Global Framework for Refugee Education – produced by the Global Refugee Forum’s Education Co-Sponsorship Alliance – aims to help partners translate the ‘Global Compact on Refugees’ and the ‘Refugee Education 2030: A Strategy for Refugee Inclusion’ into concrete action to help achieve inclusive and equitable quality education for all by 2030.
Petition: Help Children with Disabilities Get a Good Start in Life
Light for the World and Global Campaign for Education US are running a Global Citizen petition calling on world leaders to invest in disability-inclusive early years education. Please add your name to the petition.
**Deadline expired** Consultancy: organisational model on vocational training and livelihoods with young people with deafblindness / multi-sensory impairment
Deadline for submitting expressions of interest: 27 November 2019.
Read the full terms of reference.
Sense International is looking for a bespoke ‘model’ to guide its work on vocational training and livelihoods work with young people with deafblindness / MSI. While the tangible output is a document, the hope is that the process of creating the model will bring staff together to ‘buy-in’ to the common model. The model should be informed by existing information from project reports and evaluations, concept notes and current implementation experience, as well as interviews with programme staff as needed.
Inclusive extracurricular activities – Palestinian Circus School
We recently read two articles from Medical Aid for Palestinians about their partner, the Palestinian Circus School, and wanted to share them as an interesting example of how inclusive learning is not restricted just to learning in formal schools. (Read the articles from June and October 2019). The articles share the story of how the Circus School works with children and young people, including those with learning disabilities, to develop physical fitness, teamwork and social skills, understanding of equality and respect, and self-confidence through circus activities. The children and young people also put on shows and their performances are an effective advocacy tool about inclusion.
If you are interested in more stories like this, about using performing arts to support inclusion, check out the following articles from EENET’s Enabling Education Review:
Reintegrating children in street situations into schools in Haiti
What is inclusion video
This new 4-minute video from Australia – ‘what is inclusion?‘ – provides a simple and clear explanation of the difference between integration and inclusion. It gives us a visual demonstration of a child with disability being taught in a regular class yet still segregated, and compares this with the benefits of everyone learning together in a genuinely inclusive way.
The forgotten people: including persons with disabilities in humanitarian action
Date: 3 December 2019, 08.30 – 15.00.
Venue: Oslo Congress Centre, Norway.
With numerous armed conflicts around the world, it is critical for the global community to reaffirm its commitment to leaving no one behind in humanitarian response, including persons with disabilities. Conflicts, emergencies and disasters do not discriminate. Despite this, the literature consistently highlights that those with disabilities, and particularly those with intellectual disabilities and mental health issues, face higher risk and are disproportionately affected.
This free event is being organised by The Atlas-Alliance, Inclusion International, Save the Children Norway and the Norwegian Association for Persons with Intellectual Disabilities (NFU).
Webinar: Gender Equality in and through Education, INEE
Date: 14 November 2019.
Time: 09:00 Eastern Time (USA/Canada).
This webinar from INEE – Inter-agency Network for Education in Emergencies – will include an introduction and overview of the key elements of the new Guidance Note on Gender. Presentations will feature selected highlights from each section of the Guide and case studies including: community mobilization for girls’ education in refugee communities in Kenya; gender-sensitive M&E in education in emergencies in Somalia; and gender-responsive pedagogy teacher training in Mozambique and South Sudan.
Register for the webinar online.
Note: this is not an EENET event, so please contact the organisers directly with any queries. Email: gender@inee.org
Digital World & Early Childhood Conference, February 2020
Dates: 26-28 February 2020.
Venue: Petra University, Amman, Jordan.
Read the full conference details on the conference website.
Early childhood development is facing a number of challenges, including the positive and negative impact of the media and digital technology on young learners. This conference covers many topics including a focus on using technology to support the needs of learners with special needs.
NOTE: This event is not run by EENET; please contact the organisers with any queries.
* NEW Arabic translation * Mental health blog post
Our recent blog post – ‘Mental health and inclusive education’ – has now been translated into Arabic. Don’t forget you can also sign up to receive regular emails from our EENET Arabic Language Community.
Placing the Child at the Centre of Quality in Early Childhood & Primary Education, Ireland, January 2020
Date: 16 January 2020.
Venue: Carlow, Ireland.
Deadline for submitting abstracts: 22 November 2019.
This international conference is part of the Teaching for Holistic, Relational and Inclusive Early Childhood Education project and is an opportunity to present education projects, initiatives or conceptual papers focusing on quality in early childhood and primary education, or on themes related to holistic, relational or inclusive education.
The conference Call for Papers is addressed to early childhood educators, teachers, academics, researchers and experts in the field of education as well as to coordinators of teaching and training projects. Presentations may take the form of an oral paper or a poster presentation.
Read the full call for papers (PDF).
NOTE: This event is not run by EENET; please contact the organisers with any queries.