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We have added two recently published documents into the guidance section of our Covid-19 recommended reading:

• Save our Education. Protect every child’s right to learn in the COVID-19 response and recovery. (Save the Children, July 2020).
• Weighing up the risks: School closure and reopening under COVID-19 (Alliance for Child Protection in Humanitarian Action and INEE, July 2020).

Please visit EENET’s online shop to order A2 size printed copies of our new home learning poster. On one side it features a selection of colourful, fun images, illustrating the variety of valuable learning experiences that happen every day in the home and community. On the other side is some simple text outlining further ideas for parents, caregivers and families.

Order the printed poster in English.

We also have very limited quantities of posters printed in:

Nyanja (Zambia)

Swahili

Tonga (Zambia)

Remember: The posters are available free of change, and if you are based in a low-income country, you may also be eligible for free postage. Find out more on the ‘how to order‘ page.

Our main edition of Enabling Education Review for 2020 will focus on inclusive early childhood development and education (ECDE). This coincides with the upcoming launch of EENET’s two new video-based training resources on inclusive practice and inclusive transition in ECDE.

Do you have interesting experiences to share in relation to making ECDE more inclusive, more relevant and better quality for all young learners? If so we would love to hear from you!

To find out more about submitting an article, please download the call for articles (Word document). Remember we can provide free writing and editing advice and support.

Deadline for submission of first drafts is 31 August 2020.

The new double-sided poster from EENET and NAD is now available to download in English, Nyanja, Swahili and Tonga.

Side 1 has fun, colourful illustrations and short messages that remind us about the many different – and valuable – ways that children and young people learn at home and in the community. The focus is on low-stress and low-cost learning.

Side 2 provides more detailed suggestions for how to support learning at home, without parents, caregivers and families needing resources or teaching and curriculum expertise.

This resource is designed to be useful long term. Read our reflections on inclusive home learning – during and after Covid-19.

It’s been a challenging few months, but we’re nearly ready to launch. Catch up with the May and June progress updates on EENET’s video-based training resource.

The International Disability Alliance (IDA), a representative voice of one billion people with disabilities around the world, has released its first global report on inclusive education.

‘What an inclusive, equitable, quality education means to us’ has involved a two-year process of building a consensus and a cross-disability perspective from the disability rights movement on how the Sustainable Development Goal 4 on education can be achieved in line with the UN Convention on the Rights of Persons with Disabilities (UNCRPD).

The report aims to inform education sector stakeholders on the priorities agreed by the disability rights movement, and to equip disability activists and their allies with essential messages and recommendations to unify and strengthen advocacy towards effective and accelerated reforms of the education sector.

This year’s Global Education Monitoring Report from UNESCO – Inclusion and education; all means all – is now available to download. It looks at social, economic and cultural mechanisms that discriminate against disadvantaged children, youth and adults, keeping them out of education or marginalized in it. It argues that resistance to addressing every learner’s needs is a real threat to achieving global education targets.

The report is over 400 pages long, but a 34-page summary is also available.

There are also various background papers, focusing on different themes and countries.

Two new websites complement the fourth edition of the Global Education Monitoring Report. PEER – Profiles Enhancing Education Reviews – describes how countries approach inclusion, serving as a resource for policy dialogue. SCOPE – Scoping Progress in Education – offers an opportunity to interact with the data and explore selected SDG 4 indicators.

‘Learning review of the NAD-supported inclusive education teacher training pilot programme in Zambia’ is now available to download from our website. This detailed report shares the activities and results of the participatory inclusive education teacher training programme being implemented by Norwegian Association of Disabled (NAD) in partnership with the Zambian Ministry of General Education and EENET.

The report uses the programme’s original theory of change regarding how teachers’ attitudes and practices around inclusion develop to analyse the programme’s progress. The report contains a wealth of information about the innovative training approach, and how it is perceived by a range of stakeholders.

The report is available in Word and PDF formats.

You can also read a brief explanation of the programme’s background and process, and a briefing paper. The training modules themselves will be made available online following the due government approval process.