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Education for Children affected by Emergencies, 3 Oct 2018, Cambridge, UK

Date: 3 October 2018

Venue: Cambridge Education, Cambridge, UK

Time 9:00 – 17:00

There has been an increasing awareness of the need to invest in education in emergencies, with humanitarian agencies acknowledging the need for longer-term solutions, and development actors increasing their focus on conflict-affected countries. This one-day conference aims to showcase UK knowledge and expertise in this area, promote dialogue and build partnerships for the generation and use of evidence in education in emergencies and protracted crises. It is aimed at researchers, practitioners, donors and policy makers. The conference will focus on three salient themes within education in emergencies: gender and inclusion in emergency contexts; forced displacement; political economy of aid, policy and practice to education in crises. It will include a combination of interactive workshops, presentations and keynote speeches.

Registration information will be available early September. Keep an eye on the UKFIET website for updates.

NOTE: This event is not organised by EENET. Please contact the organisers directly with any queries.

**Deadline expired** INEE Coordinator: Education Policy

Read full vacancy details.

Application deadline: 8 July 2018.

Based in New York, or working remotely.

The Inter-Agency Network for Education in Emergencies (INEE) seeks a Coordinator for Education Policy, to lead INEE’s work on policy in crisis-affected contexts and to be responsible for managing and coordinating the INEE Education Policy Working Group. This position will foster inter-agency collaboration between Working Group members and support diverse initiatives to influence policies relating to education in emergencies and crisis-affected contexts. The Coordinator will provide technical guidance and guarantee satisfactory project management, leading the development of the Working Group’s annual work plan and multi-year strategic planning. The coordinator will contribute to the overall strategic engagement and functioning of the network. The coordinator will carry out all relevant responsibilities (e.g., communications, advocacy, promotion and fundraising) in coordination and collaboration with the INEE Secretariat in order to ensure coherence and harmonization across activities.

Visit INEE website for more details.

** Deadline expired ** Disability-Inclusive Education Advocacy Officer, Light for the World & GCE-US, Washington DC

Read full vacancy details.

Application deadline: The position will remain open until filled. Those who apply by 16 July 2018 will receive priority consideration.

12-month, part-time contract (estimated 20 hours/week) with a good possibility of renewal.

Light for the World and Global Campaign for Education-US (GCE-US) are collaboratively looking for a Disability-Inclusive Education Advocacy Officer to work in Washington DC, USA, to strengthen advocacy and policy research on disability inclusive education with particular focus on the follow-on campaign on early childhood development. We strongly encourage persons with disabilities to apply for this position.

Description of role

  • You will liaise and develop relationships with US-based donors (USAID, Global Partnership for Education, and World Bank), for the purposes of the research and advocacy.
  • You will facilitate information flow of relevant issues from the US amongst key individual engaged in the project. You will organise at least one of the two planned events.
  • You will support / lead on building a group of civil society advocates within the GCE – US. This inclusive education group will reinforce advocacy initiative towards US targets.
  • You will represent LIGHT FOR THE WORLD and GCE-US at relevant meetings and events and make disability-inclusive education more visible in policies, strategies, and implementation. You will participate in developing a power and policy analysis and work on building relationships towards increasing investment in disability inclusive education.
  • You will also be part of both the wider international advocacy GCE team / inclusive education team whose members are based internationally through LIGHT FOR THE WORLD offices.
  • Much of the work happens via international civil society networks and you are responsible for maintaining working relationships with these networks within the US, as well as identifying potential partners.
  • The working language of the position is English.

Candidate profile

  • Minimum of three years of work experience in a similar position within civil society or other relevant institutions
  • Very good organisation and planning skills with the ability to prioritize
  • Self-motivated person with a passion for the sector and the ability to move and influence others
  • Excellent networking skills and able to use social media effectively
  • Very good knowledge of international cooperation in general and multilateral and bilateral agencies investing in education and sound understanding of the Global Partnership for Education, World Bank, USAID and their decision-making processes
  •  Proven expertise in education finance, campaigning, research, policy analysis and trends
  • Commitment to human rights, the rights of persons with disabilities and non-discrimination
  • Knowledge of the UN Convention on the Rights of Persons with Disabilities, right to education, early childhood development and related instruments at global level
  • Experience in working with NGOs and working in partnerships within different networks
  • High proficiency in written and spoken English and excellent presentation skills
  • Good interpersonal skills, including excellent communication skills
  • Strong organizational skills and the skills to work both independently as well as in an international team
  • The ability to work in a flexible manner and willingness to take up various tasks as appropriate in a small office
  • Capacity to work in a multi-cultural, diverse environment.

To apply, please submit a cover letter, resume, and list of references to: gceus.hr@gmail.com

Please read the full details before applying.

‘Are we learning together? Addressing barriers to inclusive education in the African region’. 6-7 Nov 2018, South Africa

Date: 6-7 November 2018

Venue: Centre for Human Rights, University of Pretoria, South Africa.

See conference website for more details.

This will be the 6th Annual African Disability Rights Conference. Conference participants include persons with disabilities, their families and their representative organisations, policy makers, policy implementers, lawyers, faculty from universities around the world, human rights activists and scholars.

Read the call for papers. Deadline for submitting abstracts: 1 July 2018.

Call for papers text, image of smili boy in wheelchair with muscled arms drawn on board behind him. Sponsors logos

**PAST** China and Hong Kong: Overcoming Disability Exclusion in Education. 28 June, Leeds, UK

Visit the Eventbrite page for more details and to book a place.

The University of Leeds Centre for Disability Studies, U-Lead East Asia Disability Rights Forum and China Vision are running two open events exploring the struggle for inclusive education in Chinese society.

Date: 28 June 2018

Venue: University of Leeds, LS2 9JT. Social Sciences Building Seminar Room 12.21 & 12.25

10:30-12:00 – Lecture: Overcoming disability exclusion in education: mobilization, litigation and advocating legal reforms in Hong Kong

13:30 – 15:30 – Seminar: Spearheading Pre-school Inclusion in China

NOTE: This event is not organised by EENET. Please contact the organisers directly with any queries.

*NEW* Inclusive transition guidelines

In recent years, extensive work has been carried out globally to make kindergartens, schools and other education institutions more inclusive. Unfortunately, problems can arise when learners move from one education setting to another. These transition periods are often when learners drop out of education, especially if they find their new school is not as welcoming, supportive or enjoyable as the school they just left.

Bridge of Hope Armenia has recently published a very helpful guide on how to make transition from early years education to primary education more inclusive and supportive. The guide is called Transition Guidance to Support Smooth Transition from Pre-school Institutions to Primary School.

Front cover of guidelines book, cartoons of children standing with adult; playing; waving.

The advice provided can easily be adapted to suit the education system in other countries. It can also be adapted to give us ideas for smooth transition of learners between higher levels of education.

The guide is an output from a Bridge of Hope project focusing on improving transition experiences. The project evolved following Bridge of Hope’s collaboration with EENET on our UNCRPD Article 24 project. While we were investigating progress towards Articles 24 and contributing to the UNCRPD consultation for the General Comment on Inclusive Education, we realised that the issue of transition was not well researched and documented. Consequently, Bridge of Hope carried out some action research on the topic. This led to the development of their transition project in Armenia and ultimately to the preparation of these new guidelines.

The online version of the guidelines is a low-resolution PDF document (4MB). If you require a high-resolution version (24MB) for printing, please contact EENET.

*NEW* EENET’s Arabic Language Community

We now have a website section for our Arabic language community. This includes a short list of suggested reading, a list of all documents available in Arabic in EENET’s library, and a facility to sign up to our Arabic language email list.

We will be adding more documents and information to this section in the coming year, so please check it regularly. We welcome contributions of Arabic language articles, case stories, training materials and so on, so please get in touch with the co-ordinator if you have anything to share.

تقدم شبكة تمكين التعليم مجتمعها الناطق باللغة العربية. يتضمن قسم اللغة العربية قائمة من القراءات المقترحة والمتاحة باللغة العربية عبر المكتبة الالكترونية للشبكة. يمكنكم ايضاً التسجيل في القائمة البريدية لمجتمع اللغة العربية.

نعمل على اضافة المزيد من المصادر والمعلومات لهذا القسم خلال العام المقبل. لذلك ندعوكم للإطلاع بشكل دوري على انشطة المجتمع. يسعدنا دائماً إستقبال مساهماتكم عبر مقالات مكتوبة باللغة العربية سواء كانت قصص من مجتمعاتكم التعليمية المحلية او قضايا تعليمية تودون مشاركتها اومواد تدريبية وما إلي ذلك. نرحب بتواصلكم دائماً عبر الكتابة لمنسق المجتمع اذا كان لديكم مساهمة تودون مشاركتها.

 

**Deadline expired** Consultancy: Sign Language dictionary development, South Sudan, Light for the World

Read full details

Application deadline: 8 June 2018

Light for the World is seeking a consultant to lead in the collection of new signs, as well as developing the sign language dictionary project. He/she will be responsible for data collection, editing and printing of the dictionary. This is expected to be carried out between July 2018 and July 2019.

Consultant profile

  • A linguist with at least a master’s degree
  • Experience in the development of new signs as well as a sign language dictionary
  • Proactive and self-starting
  • Experience working in participatory processes, and able to organise inclusive consultations
  • Fluent in English
  • Ideally experience with Photoshop
  • Experience in working in conflict settings

 See the full details for how to apply.

Foundations of Teaching: A training toolkit

Good quality teaching is at the heart of inclusive education. But too often teachers are not given the initial training and ongoing professional development and support they need to be ‘good teachers’, which makes it very difficult for them to become inclusive teachers.

Toolkit cover page. Photo shows female teaher learning over desk writing, with child either side of her

This toolkit from Save the Children, written by EENET team members, provides a selection of workshop sessions to help teachers develop essential skills. These skills will be a foundation onto which more complex and specialist training, such as issues of inclusion and diversity, can be built. These foundational sessions can also be woven into inclusive education training, for instance, if the trainer notices gaps in teachers’ skills and experience or wants to help boost their confidence by strengthening their core skills.

The toolkit is available in its original format: The Foundations of Teaching: Training for educators in core teaching competencies (PDF).

It has also been adapted for use in Tanzania: The Foundations of Tanzanian Teaching: Training for educators in core teaching competencies (PDF).

 

 

Remember to re-subscribe to our mailing list

Have you already subscribed to our mailing list to receive our weekly update emails? If so you will recently have received an email asking you to confirm that you want to stay on the list. We have to ask you this because of a new EU data protection regulation – the GDPR – which comes into force on 25 May 2018. If you don’t reconfirm your subscription, we have to remove you from our mailing list. We want to keep you in our global inclusive education network, so please do remember to reconfirm your subscription.

If you haven’t previously signed up to our mailing list, why not do it now?! You can sign up via our website.

screenshot of EENET's email sign up form