A recent blog post from Global Education Monitoring Report discusses the education of Syria refugees in Lebanon. In particular, it looks at the pros and cons of using a double-shift system for education. Read ‘Benefits and challenges of refugee inclusion: Lessons from Lebanon’.
Roundtable discussion: Importance of Investing in Disability-Inclusive Education, 10 December, Brussels
Date: 10 December 2019, 2-5pm.
Venue: Mundo-Madou, 7/8 Avenue des Arts, 1210 1000 Brussels.
This roundtable discussion organised by Light for the World and the European Disability Forum (EDF) in the framework of the European Disability and Development Week (EDDW) aims to:
- Build awareness on the importance of disability inclusive education, and highlight the EU’s commitments to quality inclusive education for all.
- Identify key characteristics of successful inclusive education initiatives in the context of international cooperation.
- Highlight the economic return on investment for countries and the livelihood opportunities for persons with disabilities that access to inclusive education initiatives generate.
Inclusion of persons with disabilities in humanitarian action
CBM, Humanity & Inclusion and International Disability Alliance have published ‘Inclusion of persons with disabilities in humanitarian action’, a set of 39 case stories of field practices and learnings from 20 countries, for all phases of humanitarian response.
The case study document offers real-life programme illustrations relevant to the IASC Guidelines on Inclusion of Persons with Disabilities in Humanitarian Action. The IASC guidelines, developed collaboratively with diverse stakeholders including persons with disabilities, include a section in education.
**Deadline expired** Consultancy: Technical focal point, collaboration across child protection and education in emergencies
Application deadline: 20 December 2019.
Read the full Terms of Reference.
Plan Canada, on behalf of the Alliance for Child Protection in Humanitarian Action and Inter-Agency Network for Education in Emergencies, is seeking the services of an enthusiastic consultant with experience in both education and child protection sectors.
The Inter-Agency Network for Education in Emergencies (INEE) and the Alliance for Child Protection in Humanitarian Action (the Alliance) are global networks of actors working on education and child protection in emergencies/humanitarian settings. The Alliance and the INEE came together in October 2018 in a joint Roundtable focused on addressing barriers to collaboration. A set of recommendations were produced during this event. Alliance and the INEE have continued their advocacy on this issue in diverse fora.
Education in Emergencies (EiE) and Child Protection in Humanitarian Action (CPHA) actors work side-by-side to respond to the needs of children and youth affected by emergencies, crises and forced displacement. The importance of recognizing that the work of both sectors is complementary has often been stated, since education can be protective and child protection actors can support children and youth to access education and improved educational outcomes. However, the full potential that a collaborative approach across these two sectors could offer to children and youth has yet to be fully explored.
This consultancy seeks to move forward the agenda for joint and integrated programming, based on the recommendations from the 2018 Roundtable. To this end, the Alliance and INEE, through Plan Canada, are hiring a technical focal point to support moving this agenda forward.
Global Framework for Refugee Education
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).