Location: UK / flexible.
Application deadline: 14 March 2021.
Read the full job details.
Sightsavers is looking for a Global Technical Lead, Inclusive Teaching and Learning with disability expertise to promote inclusive teaching and learning for children, youth, and adults with disabilities in education systems in West Africa, East, Central and Southern Africa (ECSA), and South Asia.
Read the full terms of reference.
USAID is expected to release a call for proposals for an inclusive education project (Shobai Miley Pori :“Everyone Reads Together”). A Humanity and Inclusion-led consortium seeks to hire a consultant to support the proposal writing process based on Shobai Miley Pori anticipated priorities and building upon partners previous experience.
It is anticipated this consultancy will require 15 days of work before the end of February 2021.
Location: Kathmandu with frequent field visits.
Duration: 18 months.
Application deadline: 27 January 2021.
Read the full job details (Word document).
HI is leading the inclusive education project – Reading For All (with support of USAID in Nepal) implemented in a consortium. This project is testing inclusive education models for improving reading skills for children with disabilities from Grades 1 to 3, with the Nepal Government in 10 Districts. The aim is to scale it up for the National Early Grade Reading Programme of the Nepal Government. The project has started in May 2018 and will end in September 2022; the overall budget is USD 5.500.000
To carry out of this project, HI Nepal is looking for an Inclusive Education Chief of Party for 18 months
Under the line management of the Operations Manager, the Chief of Party will serve as the primary point of contact with USAID/Nepal. They will be responsible for the overall implementation of this inclusive education project, including financial and operational management.
Application deadline: 16 December 2020.
Download full Terms of Reference (French).
HI is looking for a French-speaking consultant to write a complete project proposal in ECHO format by 27 January 2021.
This report provides an overview and findings on the state of inclusive early childhood development (ECD) in sub-Saharan Africa, the region with the highest proportion of children at risk of not meeting their developmental milestones.
The research focused on 4 countries in sub-Saharan Africa: Burkina Faso, Mozambique, Zambia, Zimbabwe. Ten donors were analysed in terms of their investment in early childhood development: Belgium, Canada, France, Germany, United States; European Union, Global Partnership for Education, World Bank, UNICEF.
COVID-19 requires a rethink of remote learning to ensure inclusion. Every child with and without disability needs to access and participate in learning that takes place within and away from the classroom.
Read more in the new World Bank report: Pivoting to Inclusion: Leveraging Lessons from the COVID-19 Crisis for Learners with Disabilities.
Humanity & Inclusion published a new advocacy report on International Children’s Day.
Let’s break silos now! – Achieving disability-inclusive education in a post-COVID world highlights that the educational exclusion of children with disabilities requires action now and collaboration across sectors.
Date: 1 December 2020.
Time: 4pm, Johannesburg.
The Global Campaign for Education (GCE) invites you to an EiE CoP on promoting the right to education of people living with disabilities in emergency contexts.
This session aims to reflect on some of the critical challenges of securing the right to education for people living with disabilities in contexts of emergency and share best practices in responding to various crises, including climate and conflict crisis and the ongoing COVID-19 crisis.
Speakers:
Sandrine Bohan-Jacquot, Humanity & Inclusion
Marine Sicre, Master in Risk Management.
Languages: English with French interpretation.
Note: This is not an EENET event, please contact the organisers with any queries.
Title: Ensuring the right to quality inclusive education for persons with disabilities: From commitment to action.
Date: 25-27 November 2020.
Platform: Zoom.
Hosts: UNESCO, Leonard Cheshire, and the Ministry of Education of Portugal.
This virtual symposium will run over 2.5 days and will follow a blended approach to enhance participation and involvement. It will include panellists from selected countries and organizations around the world.
Large-scale exclusion of children with disabilities remains the reality in many UNESCO Member States. An estimated 32 million, or 1 in 3 children, with disabilities are out of school. In 2020, the large-scale exclusion of children with disabilities has been exacerbated by COVID-19.
The seminar will focus on the reasons for continued exclusion and inequitable educational provision experienced by children with disabilities. Emphasis will be placed on the impacts of distance learning for children with disabilities during COVID-19 as well as their transition back to the classrooms after an extended period of time at home. It will also explore how the inclusion of learners with disabilities in inclusive settings can be more effectively addressed by governments with regards to the commitments of Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD), the CRPD General Comment 4 on Article 24, and Sustainable Development Goal (SDG) 4, to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’
The symposium will be held in English, French and Spanish with simultaneous interpretation, also into international sign language. The symposium will be conducted through the Zoom webinar platform.
Read the full symposium agenda.
Note: this is not an EENET event. Please contact the organisers directly will all queries.
This year’s edition of Early Childhood Matters has been published. It contains articles on a wide range of early childhood topics. In addition to a strong focus on matters relating to Covid-19, various articles focus on inclusion and equality, such as:
Download the 2020 edition in English and Spanish from the Bernard van Leer Foundation website.
