Malala Fund (2018) “Raise your voice with Malala: A guide to taking action for girls’ education”.
Girls know that education can change the direction their lives take. Around the world girls are challenging people in power and demanding their right to go to school and pursue the careers they want. To support the next generation of activists, Malala Fund has developed a new resource, “Raise your voice with Malala: A guide to taking action for girls’ education”
The guide features real stories about advocacy tactics girls have successfully used to fight for their education. It provides girls aged 13-18 living in marginalised communities with the information and tools they need to speak out, take action and create change.
“Equipping girls with advocacy tools can help them structure their passion into targeted strategies and give them a fighting chance for success in their local campaigns,” said Malala Fund CEO Farah Mohamed. “If Malala’s voice could stand out and affect change, imagine what millions more could do.”
Malala Fund’s Gulmakai Champions in Afghanistan, Brazil, Nigeria, India, Pakistan and Turkey will circulate the guide through national campaign efforts and use the guide with girls in their programmes — training them on how to advocate for girls’ education. Malala Fund hopes to engage 25,000 girl activists with the guide.
“This is an important advocacy toolkit that will help girls know how to use their voice to demand their right to education and to live the life they deserve,” said Gulmakai Champion Habiba Mohammed from Nigeria.
The guide is available in 10 languages (see list below). Visit the Malala Fund website for links. You will be asked to fill in a form with some details about yourself and then you will receive an email with a link to the downloads. Malala Fund may email you with a user survey at a later date.
This article has recently been uploaded to our document library. It introduces some exciting accessible learning materials from India’s National Council for Educational Research and Training (NCERT). The materials follow universal design principles and support children with and without disabilities to learn to read – together. The reading materials are multi-sensory, with the idea that every child in class can receive the same book and access the content through reading text, looking at pictures, reading Braille, feeling tactile images and other features that respond to individual learning styles and practical needs.
If you have developed or used similar multi-sensory materials as part of your work to make learning more inclusive and to help diverse learners learn together, we would love to hear your story, so please contact us.
اسمي ايمن قويدر – منسق مجتمع اللغة العربية لشبكة تمكين التعليم العالمية EENET
انهيت دراسة الماجستير الدولي بعنوان دراسات السلام والنزاع والتنمية من جامعة جومي بريمير “Universitat Jaume” من اسبانيا في عام ٢٠١١. ولد ونشأت في مدينة غزة – فلسطين. أدركت أهمية التعليم كأداة ووسيلة لتمكين وتعزيز الاحترام والكرامة الإنسانية. أكملت دراستي الجامعية من كلية التربية من الجامعة الإسلامية بغزة في عام ٢٠٠٨ وعملت مباشرة مع منظمة الإغاثة الإسلامية العالمية – مكتب غزة وانخرطت بالعمل مع الأطفال المعرضين للخطر المستمر والصدمات بسبب الأوضاع السياسية الغير مستقرة والحروب والحصار. شاركت خلال حياتي المهنية في العديد من البرامج التدريبية وعملت مع بعض المنظمات الدولية والمحلية مثل منظمة اليونسكو في كل من المكتب الرئيسي في باريس والأراضي الفلسطينية. أقيم الان مع عائلتي في مدينة بيرث – ولاية غرب استراليا وأعمل في إحدى منظمات رعاية ودمج ذوي الإعاقة. اهتماماتي تتمحور حول التعليم الجامع والدمج والتعليم في حالات الطوارئ وتعليم اللاجئين.
عن دوري في شبكة تمكين التعليم EENET
هي شبكة تُعنى بتبادل المعلومات والخبرات حول التعليم الجامع وهي شبكة متاحة للجميع لتبادل المعارف والخبرات. تضم الشبكة نطاق واسع من المعلمين وأولياء الأمور والطلاب والمنظمات غير الحكومية، ومنظمات الأمم المتحدة وصناع السياسات، واخرون. نعمل على تعزيز وتبادل المعلومات ومشاركة الوثائق مع جميع البلدان وخاصة تلك الوثائق التي تصدر في البلدان النامية. بالإضافة لذلك، تشجع الشبكة على التفكير النقدي والابتكار والحوار داخل البلدان وفيما بينها على قضايا الدمج وتعزيز الحق في التعليم. تعمل الشبكة على تعزيز مفاهيم الدمج من خلال كونها شاملة وتشاركية في ممارساتها.
انه لمن دواعي سروري ان أكون أحد أعضاء فريق شبكة تمكين التعليم. شغوف بالاطلاع والتعلم والعمل على قضايا الدمج والتعليمالجامع والدمج للأشخاص ذوي الإعاقة وأولئك الذين ينظر إليهم كمهمشين ومستبعدين في المجتمع. شاركت في العديد من مشاريع الأبحاث والاستشارات ذات التأثير من خلال شبكة تمكين التعليم. قمت بدراسة وتحليل السياسات والأبحاث ذات الصلة بالقضايا الدمج وذوي الإعاقة إلى جانب فريق الشبكة المميز.
بالنظر إلى العالم العربي ما زالت شريحة واسعة من الأطفال ولاسيما ذوي الإعاقة والأطفال اللاجئين يعانون ويلات الاستبعاد والتهميش والإقصاء بالإضافة الي انعدام تكافؤ فرص التعليم النوعي والجيد. بات الأمر يشكل قضية اهتمام واسعه بين التربويين وأصحاب القرار والمتعلمون والمتعلمات والأهالي ايضاً. يقع على عاتق الحكومات والجهات المعنية بالتعليم الاستمرار بتطوير ومشاركة الأدوات التعليمية والمعرفة المستمرة لضمان ان تصبح البيئات التعليمية جامعة وصديقة للطفل في منطقة الشرق الأوسط.
يجب على جميع الطلبة الوصول الي فرص تعليمية عادلة ونوعية دون اعتبار للقدرة او العجز أو الجنس أو الحالة الاقتصادية والاجتماعية او أي احتياجات أخرى.
يكمن دوري من خلال شبكة تمكين التعليم في مساعدة ودعم أصحاب المصلحة بمشاركة الخبرات والأدوات في مختلف أنحاء المنطقة العربية.
أحد العقبات التي تواجه العالم العربي والتي يمكن اعتبارها مشكلة في كثير من بلدان العالم هي انعدام الدقة في البيانات ذات الصلة بدمج ذوي الاعاقة. غالباً ما يشير الباحثون والتقارير القادمة من العالم العربي بان نسب ذوي الإعاقة ١٠٪ ولكن لا يزال هناك عجز في الأرقام والبيانات التي تتسم بالدقة بما يتعلق بدمج ذوي الإعاقة في المجتمع. أحرص من خلال عملي مع شبكة تمكين التعليم لدمج الجهود الرامية الي تطوير وتحسين جمع وإدارة وتحليل البيانات ذات الصلة بدمج ذوي الإعاقة في العالم العربي.
كمناصر ومربي من العالم العربي أؤمن بحاجتنا الماسة للانتقال من الاستجابات المتمركزة على مبدأ الشفقة والأعمال الخيرية الي تدخلات موجهة لتمكين ذوي الإعاقة ودعم حقوقهم في التعليم والمشاركة. لكن للأسف لا تبدو الأرقام جيدة من عالمنا العربي حيث ما أن ما يقارب 5٪ من الطلاب ذوي الإعاقة فقط يتمتعون بالوصول الي الخدمات الأساسية في حين أن أكثر من 95٪ يفتقرون الي حقهم في التعليم المناسب والجيد. أطمح بان أعمل من خلال شبكة تمكين التعليم على تشجيع أصحاب المصلحة والمجموعات العاملة على التعليم الجامع ودمج ذوي الإعاقة على رفع أصواتهم والمشاركة في قضايا الدمج والحق في التعليم في المنطقة العربية.
لدي إيمان بأهمية دمج الاطفال ذوي الإعاقة وخصوصاً من ينظر إليهم “كمستضعفون/ات” و “مهمشون/ات” في مجتمعاتنا. تعلمت عن الكثير من قضايا التعليم الجامع من خلال عملي مع شبكة تمكين التعليم وسمعت الكثير من القصص الرائعة والملهمة من سياقات تعليمية مختلفة. تعلمت بأن هناك ضرورة ملحة للعمل الجماعي كمربيين/مربيات وباحثين/باحثات ومسؤولين حكوميين ومجتمعات محلية وأسر لضمان الوصول للدمج الكامل للجميع وإزالة العقبات التي تحول دون مشاركة ذوي الإعاقة في المجتمع.
إن مشاركة المعلومات والموارد والتواصل مع المربيين والمربيات من الشرق الأوسط وتحديداً العالم العربي ذا قيمة كبيرة. ولهذا السبب أعمل مع الشبكة لإدارة ودعم مجتمع اللغة العربية. يمكنكم/ن الالتحاق بالقائمة البريديةلشبكة تمكين التعليم – اللغة العربية – لاستقبال نشراتنا الدورية. نسعد دائماً باستقبال المشاركات والقصص عن مجتمعاتكم التعليمية. البدأ بالتحدث والتفاعل مع و حول هذه المواضيع الحساسة هو بمثابة الخطوة الأولى نحو إحداث التغيير.
My name is Ayman Qwaider. I am the Arabic Language Community Facilitator for the global Enabling Education Network (EENET).
A bit about me
I completed my Masters degree in Peace, Conflict and Development Studies from The University of Jaume I, Spain in 2011. As a person born and raised in the Gaza Strip, Palestine, I realised the importance of education as a means of empowerment and maintaining our respect and dignity. In 2008, I completed my undergraduate degree in Education in Gaza after which I worked for Islamic Relief Worldwide, engaging directly in field work with children exposed to trauma. Throughout my career I have participated in various training programmes and worked with several international organisations including UNESCO Paris and UNESCO Palestine. I am particularly interested in inclusive education and education in emergencies.
Ayman working with a group of children in a children’s cinema project in Gaza
About my role in EENET
EENET is an information-sharing network focused on inclusive education. The network includes teachers, parents, students, non-governmental organisations, policy-makers, and more. We promote and share information and documents, mostly originating in developing countries. We encourage critical thinking, innovation and conversations within and between countries on inclusion, equity and rights in education.
It is my pleasure to be an EENET team member. I am passionate about inclusion, and about education for people with disabilities and other members of our communities who are considered marginalised and segregated. I have participated in some fascinating research and consultancy projects with EENET. Alongside a fantastic team, I have reviewed, examined, and analysed policies and reports relating to issues around inclusion and disabilities.
Across the Arabic-speaking world, children – especially those with disabilities and those who are refugees – continue to experience discrimination and unequal educational opportunities. This has been an increasingly concerning issue for the region’s educators and officials, as well as for learners and their families. Governments, education stakeholders and providers need to continue developing and sharing practical tools and knowledge to ensure inclusive and learning-friendly educational environments evolve throughout the region. All children must be welcomed, no matter what their social or physical needs are. My role in EENET will help stakeholders with sharing experiences and tools across the Arabic region.
A key problem facing the Arab world, indeed all parts of the world, is the inaccuracy of disability and inclusion-related data. Despite reports and researchers in the Arab world often citing disability rates as 10% there are very few sources of reliably accurate data for the region. I am keen to support efforts to improve disability and inclusion-focused data collection and management in the Arabic-speaking world.
As an educator and advocate from the Arab world, I believe there remains an urgency to move from charity-focused responses towards more empowering interventions focused on upholding educational rights. The numbers don’t look great in the Arab world, where less than 5% of students with disabilities enjoy access to basic services, and over 95% lack their basic right to adequate education. I hope my role in EENET will encourage more stakeholders to speak out and be heard about inclusion and education rights in the region.
I believe in the importance of inclusion of all children and especially those seen as ‘vulnerable’ and ‘marginalised’ in our communities. Through working with EENET I have learned a good deal about inclusive education and heard inspirational stories of success from different educational contexts. I learned that we need to collectively act as educators, researchers, teachers and officials to ensure full inclusion for all regardless of social background, physical abilities, etc.
Sharing information and connecting with educators from the Middle East, in particular Arabic speaking countries, is very valuable. That is why I am working with EENET to manage and support the Arabic language community. Please join our Arabic mailing list to receive regular updates from us. If you have a story to share from your educational settings, we would love to hear from you. Starting communication on such important and critical topics is the first step toward making a difference and change.
If you have any queries or want to share your experiences, you can contact me via email: arabic@eenet.org.uk or by using the contact form on our website.
EENET’s next edition of Enabling Education Review will be published in August/September 2019. The theme will be ‘Family and community action for inclusive education’.
We are looking for articles from parents, caregivers and other family or community members about their experiences of promoting and supporting inclusive education.
We also welcome articles about initiatives to encourage or enable parents, caregivers, families and communities to help design, implement and monitor inclusive education.
The full call for articles provides more suggestions for topics to write about, as well as guidance on the length and style of articles. The call for articles is also available in Arabic.
You do not need to be an experienced writer to publish an article in Enabling Education Review. We can provide support and advice throughout the writing and editing process. So if you have interesting experiences to share, but are not sure how to write them up, please contact us and we will help get your story told.
Our deadline for first drafts is 28 February 2019, but don’t worry there will be plenty of time after that to work on revisions if needed.
Remember – you can write your article in English or in your preferred language.
By law, secondary schools in England should make Accessibility Plans to enable disabled children and young people to access school facilities and make the most of their education. However, there have been no studies to find out if Accessibility Plans help disabled pupils to feel included and part of their school communities.
They would like your help with this research if you are in England.
They are holding focus groups in Leeds, London, Bristol and Manchester with disabled young people and children, parents of disabled learners, and educators and professionals. Disabled children and young people will receive gift vouchers for their participation. Through these discussions the researchers hope to find out about any gaps between what the law says and people’s real-life experiences in schools.
If you can’t attend a focus group, ALLFIE would still like to hear from you regarding your experiences of accessibility plans in secondary schools.
For more information about the research project, please contact Dr Armineh Soorenian at: Armineh.Soorenian@allfie.org.uk.
NOTE: This research is not connected to EENET so please only contact ALLFIE with any queries.
Plan International UK are seeking Expressions of Interest (EoIs) from relevant parties to take on the role of External Evaluator for a DfID Girls’ Education Challenge (GEC) initiative in Zimbabwe funded through the ‘Leave No Girl Behind’ (LNGB) funding window.
The Disability Rights Scholarship Program provides yearlong awards for master’s degree study to disability rights advocates, lawyers, and educators to develop new legislation, jurisprudence, policy, research, and scholarship to harness the innovations and opportunities offered by the United Nations Convention on the Rights of Persons with Disabilities (CRPD).
The programme does not discriminate on the basis of age, race, colour, sex, religion, sexual orientation, or disability. Candidates with disabilities are particularly encouraged to apply. The competition is merit-based and open to those meeting the following criteria:
citizen and legal resident Mozambique, Sudan, South Sudan, Tanzania; Mexico, Czech Republic, Georgia, or Ukraine at the time of application
have work experience in the legal profession or advocacy focusing on human/disability rights
have an excellent academic record with a bachelor of laws (LLB; in exceptional circumstances, those without a LLB but with substantial relevant experience may be considered) – a degree must be awarded by the application deadline
have demonstrated leadership in the field of disability rights
be proficient in spoken and written English or French and able to meet university-designated minimum scores on standardized language tests
be able to participate in an intensive academic writing programme in August or September 2019
be able to begin the graduate programme in August or September 2019
be able to receive and maintain visa or study permit required by host country
demonstrate a clear commitment to return to home country to contribute to advancing the inclusion and full participation of persons with disabilities in their communities.
The scholarship programme is supported by Open Society Foundations.
This free online e-learning course from INEE is designed to give a broad overview of education considerations in conflict environments. It is intended for field practitioners, donors, and other professionals working in education in emergencies. The course is based on the content of the INEE Conflict Sensitive Education Pack, which supports the integration of conflict sensitivity into education policies and programs in conflict-affected contexts.
The online course addresses:
steps for conducting a conflict analysis
interactions between programmes and conflict
access to learning environments
conflict sensitive strategies for teaching and learning and development of education policy
The overall objective of this consultancy is to research and map inclusive education in Rumbek and Jong lei (Bor), South Sudan. This will inform programme design and be useful for the education sector in general including sharing with the education cluster meeting.
The specific objectives are to:
Conduct desk research on inclusive education.
Map out the DPO environment in South Sudan.
Half day capacity building session on disability inclusion.
Review inclusive education material and what policies are in place on inclusive education and other relevant disability policies, tools and material in the South Sudan context.
Look into which teacher training institutions have curriculum where inclusive education/special needs are taught and which schools have teachers with this kind of training/capacity.
What support services and medical services exist for children with disabilities and in what areas?
EENET’s mailing list
The mailing list will provide inclusive education updates from EENET and around the world.
