Right to Learn Afghanistan co-facilitated an INEE Meet-Up for refugee education in Pakistan. With thousands of Afghan teachers and students being repatriated amid political upheaval, scaling teacher professional development (TPD) focused on inclusion was urgent. In the session, Right to Learn Afghanistan highlighted preliminary research findings from a Global Partnership for Education (GPE-KIX) project examining inclusive education teaching practices among Afghan schools in Pakistan, and explored practical strategies for scaling this particular TPD approach for refugee educators beyond northern Pakistan. Right to Learn wanted to scale their model by “scaling up”, “scaling out”, and “scaling deep”. The scaling strategy included UNHCR and the regional Department for Education. In this blog Right to Learn mention the barriers and the successes to their strategy.
[Blog] Inclusive education in Palestine in the digital age: From educational equity to classroom practice
In the Palestinian context, the value of technology extends beyond improving the quality of educational delivery; it is also crucial for maintaining the continuity of learning under stressful and complex circumstances.
Education in Palestine, particularly in Gaza, has faced a profound crisis in recent years, disrupting school attendance and forcing large numbers of children out of in-person learning for extended periods. Furthermore, a significant number of schools and educational facilities have been damaged or destroyed, making access to education a daily challenge, not merely a matter of educational development. Despite the importance of tools and platforms, the teacher remains the crucial factor in the success of inclusive education.
[Blog] We belong here: Inclusive school readiness for children with developmental disabilities
Every child deserves to walk through a classroom door and feel they belong. Yet for millions of children with developmental disabilities, that simple reality remains out of reach. Recent research by the African Population and Health Research Center (APHRC) on inclusive early learning in Kenya asked the question “What does inclusion look like when the classroom door closes?”.
The findings of the research offer a clear-eyed snapshot of where we stand today and a roadmap toward a future where every child truly belongs. The children with developmental disabilities are not waiting for a future where they can belong. They are ‘here’ now. They are in our communities and ready to learn. The question for us – as educators, policymakers, and researchers – is whether we are ready to build education systems that are ready for them.
[Conference] Rethinking (Inclusive) Education for Challenging Times – November conference, last call for abstracts
Dates: 27-29 November 2026.
Location: Southern Sun Cape Sun Hotel, Cape Town, South Africa.
Marking 35 years since the first publication of the International Journal of Inclusive Education, the University of the Western Cape South Africa is hosting a conference Rethinking (Inclusive) Education for Challenging Times.
Abstract submission deadline extended to: 26 June 2026.
The themes are:
- Rethinking Inclusive Education in Difficult Times;
- The Political Economy of Identity, Exclusion & Inclusion;
- Rethinking Pedagogy, Curriculum, Organisation and Culture for Inclusive Education.
[Webinar] Learning amid crisis – Advancing literacy in conflict and post-conflict contexts
Date: 24 June 2026.
Time: 13:30 to 15:00 (CEST).
Location: online (Zoom).
Youth and adult literacy programmes play a critical role in supporting recovery, resilience, and peacebuilding in fragile and conflict-affected settings. By strengthening individuals’ capacities to access information, participating in community life, and rebuilding livelihoods, literacy initiatives can contribute to social inclusion, economic opportunities, and social cohesion.
This webinar will bring together policymakers, researchers, and practitioners to explore the role of literacy in conflict and post-conflict contexts, share experiences from member countries of the UNESCO Global Alliance for Literacy (GAL), and discuss strategies for strengthening literacy provision in fragile and crisis-affected environments.
[Side event] Advancing Disability-Inclusive Education: From Commitment to Transformation
Date: 9 June 2026.
Time: 4:45pm – 6:00 pm.
Location: UN Headquarters, New York, USA and live webcast.
Side event at 19th Session Of The Conference Of States Parties to the Convention on the Rights of Persons with Disabilities (CRPD)(COSP19).
This 75-minute session, co-organized by Kenya, Rehabilitation International and UNESCO in cooperation with the Global Partnership for Education and the Group of Friends for Education, will bring together policymakers, practitioners, researchers, and representatives of organizations of persons with disabilities to reflect on key lessons from the past 20 years and to identify actionable priorities for advancing disability-inclusive education. The discussion will explore how education systems can be strengthened to deliver inclusive learning for all, particularly in the context of global challenges such as digital transformation, climate change, and protracted crises.
[Webinar] Launch event: From Prospective to Prepared Teacher: Initial Teacher Education
Date: 2 June 2026.
Time: 10:00 to 11:30 ET.
Location: online (Webex).
Join education experts from WBG, CGD, Learning Policy Institute, Education International, University of Zambia, and Ministry of Education of Dominican Republic for a panel discussion on teacher education and policy.
How can education systems best equip teachers from the outset of their careers?
The answer begins with initial teacher education (ITE), the foundation of teachers’ lifelong professional learning. It provides aspiring teachers with the core knowledge and skills for teaching, as well as with a strong professional identity to prepare them for the demands of the classroom.
[Blog] Delbee finds her place: A story of confidence, friendship and learning
Delbee lives in Sükhbaatar, Mongolia. She has hydrocephalus, a chronic neurological condition that affects her mobility and concentration. At times, she experiences fatigue, headaches and difficulty sustaining attention in class, which can make learning and participation more challenging. She visits a school that has benefited from the Enabling Equity to Advance Learning project, which includes inclusive education, school feeding and blended learning.
Delbee’s teacher has a Bachelor in inclusive education, other teachers have benefited from in-service training. Delbee’s parents have participated in training to support Delbee’s learning. Additionally, blended learning, which initially emerged as a priority for the Ministry of Education and Science during the COVID-19 pandemic, is now a permanent feature of the curriculum, helping the school to offer more flexible and responsive approaches to teaching.
[Resource] International Day of Families: Tools for Driving Inclusive Education
Inclusion International published tools for driving inclusive education. Inclusion International is the network of people with intellectual disabilities and their families. To support the families in the Inclusion International network, they developed two toolkits, available in English, French, Spanish, and Swahili. One toolkit is about strengthening family advocacy, the second toolkit is about strengthening local family-based advocacy. The toolkits aim to help families and local organisations and partners that collaborate with them.
[Resource] UNICEF Digital Education Strategy 2025-2030 Beyond digital as usual: An equity-driven, human-centered digital and AI strategy for learning
UNICEF has published its new Digital Education Strategy. The purpose of the new Digital Education Strategy is to dramatically accelerate results for learning and the global impact of UNICEF’s work on learning gains and skills acquisition. To achieve major global progress, all the digital education work of UNICEF will move to a focus on improving learning outcomes through evidence-based approaches, in alignment with UNICEF’s education strategy – Every Child Learns. It will have a particular focus on bridging digital divides, including gender, disability and linguistic digital divides, and on children both in and out of school. Multiple transformative shifts are required to address these challenges and close the learning and skills gap. It is imperative to implement innovative and cost-effective approaches to expand access to quality education and ensure equitable learning opportunities.