This blog discusses the question of “what is inclusion in assessment”. Sustainable Development Goal 4, providing learners with inclusive and equitable quality education, requires us to measure how learners are progressing towards learning. Inclusive assessment means giving all learners equitable access to learning assessments and equitable opportunity to demonstrate their knowledge. When learners with disabilities take assessments that aren’t equitably designed, their results may not represent their true knowledge.
**Deadline expired** Consultant on Inclusive Education in Emergencies
Location: remote, New York, USA.
Duration: 1 April 2024 – 30 June 2024.
Application deadline: 19 Mar 2024 Eastern Daylight Time.
UNICEF is looking for a consultant who will identify concrete operational challenges faced by practitioners to implement disability inclusive education in emergencies and:
- Organize and facilitate a webinar featuring relevant experts and practices from countries in response to one or more of the identified operational challenges and based on developed case studies of inclusive education in emergencies programmes.
- Organize and facilitate an interactive knowledge sharing event such as an online deep dive, virtual Q&A, virtual roundtable, etc. to facilitate sharing of experiences and knowledge across countries.
- Develop one or more roadmaps/decision tools in response to challenges to facilitate rapid access to appropriate resources and support mechanisms for stakeholders.
**Deadline expired** Consultant, Inclusive Education and Disability Inclusion, ECW
Location: remote (duty station: Geneva).
Duration: 12 months.
Application deadline: 18 March 2024.
The purpose of this consultancy is to operationalize the ECW commitments on inclusive education and disability inclusion as per the Policy Accountability Framework on Disability Inclusion (2022) and the Strategic Plan 2023-2026. The focus of the consultancy will be to ensure alignment of ECW investment windows with the Secretariat commitments for disability inclusion in First Emergency Responses (FERs), Multi-Year Resilience Programmes (MYRPs), and Acceleration Facility (Afs), to strengthen capacities of Secretariat staff on inclusive education and disability inclusion and engage with strategic partners on disability inclusion in EiEPC through the establishment of new collaborations and partnerships. The consultant will work under the guidance of the Gender Manager in the Quality Education team.
[Webinar] COVID-19 responses: Supporting learning, equity and resilience to future disruptions
Date: 27 to 28 March 2024.
Time: 12:00 PM to 2:30 PM UTC.
Location: online.
The Global Partnership for Education (GPE) is holding a virtual learning event. This event will share findings of the evaluation of GPE’s support to COVID-19 responses, engaging country and global stakeholders in a dialogue on the key lessons learned during pandemic response and recovery.
[Webinar] Protecting the Right to Education in Eastern DRC
Date: 25 March 2025.
Time: 3 p.m. Central European Time.
Location: online.
The INEE French Language Community and INEE Secretariat will host an interactive webinar on the conflict in Eastern Democratic Republic of Congo (DRC) and its impact on access to the right to education and pedagogical continuity. In this webinar, participants will hear from speakers on the current situation in Eastern DRC, its impact on education and protection, the Safe School Declaration, the right to education and opportunities for pedagogical continuity, and a needs analysis. The webinar will be in French with interpretation in English.
[Resource] An intersectional approach to disability inclusion, BOND
Bond has published a resource on an intersectional approach to disability inclusion. Pages 4-5 mention inclusive education. There is a case study from Rwanda: Implemented by Able Child Africa and Rwandan partner Uwezo Youth Empowerment (UWEZO). The project looked to innovatively utilise safe WASH to empower girls with disabilities to access mainstream education.
[Articles] Connect magazine, Nasen (UK)
Nasen’s spring edition of their UK-focused Connect magazine includes articles on the use of digital technology to help bridge the accessibility gap for those with visual impairments. One school shares how they have developed the use of podcasts to help build and develop communication skills.
[Paper] Salamanca +30: “Every learner matters and matters equally”
UNESCO has published this paper to mark 30th anniversary of the Salamanca Statement. The discussion paper explains how the Salamanca Statement has influenced and still influences the development of policies and practices across the world. It also summarises important lessons from the last three decades. These experiences suggest pathways for future action as countries attempt to take further steps based on the guiding principle: every learner matters and matters equally.
Download: “Every learner matters and matters equally: Making education inclusive”. Available in English, French and Spanish.
[Webinar recording] Safe and inclusive learning environments for gender and sexually-diverse youth
In February, UNESCO held a webinar on safe and inclusive learning environments for gender and sexually-diverse youth.
[Briefing paper] TEDDIE: Tech-Enabled Disability Inclusive Education, World Bank
The World Bank has issued a brief on costing a Tech-EnableD Disability Inclusive Education (TEDDIE) Intervention. TEDDIE is an instrument comprising a costing tool and an implementation toolkit to help policy makers estimate the cost of procuring, utilizing, and maintaining an intervention that leverages technology to support learners with disabilities.