eenetglobal – Page 49

Deadline expired Consultancy: Research into participation of students with disabilities in Integrity Clubs in Nepal, for Integrity Action

Application deadline: 20 May 2018

Due to limited funding, Integrity Action is seeking a consultant who is based in Nepal. International travel costs cannot be paid for this assignment.

Integrity Action would like to commission contextual research to ensure that its activities in Integrity Clubs are informed by the views and experiences of girls and boys with disabilities, as well as other community members. In an Integrity Club, students aged 14-18 come together to discuss integrity, how a lack of integrity impacts on their community, and how any effort to uphold integrity must be inclusive. Students also put their learning into practice by acting as community monitors. They monitor projects and services in their community, including their own schools.

The research will be based in the Kathmandu Valley and Sindhupalchok, Nepal.

Read the full terms of reference for more details and to find out how to apply.

Forced Migration Review seeking articles on education

Forced Migration Review (FMR) issue 60 – to be published in February 2019 – will include a major feature on education.

Deadline for submission of articles: Monday 15th October 2018

Read the full call for articles.

Conflict and displacement can cause significant disruption to school attendance and learning. Although governments have made significant progress towards meeting various education-related goals, children and youth affected by conflict and specifically by conflict- and disaster-induced displacement make up the overwhelming majority of those who still do not have access to the ‘inclusive and equitable quality education’ and ‘lifelong learning opportunities’ set out in Sustainable Development Goal 4 and agreed as essential in the Education 2030 Agenda. The implications of inadequate education planning and delivery in displacement contexts are considerable.

This new issue of FMR will provide a forum for practitioners, advocates, policymakers, researchers and those directly affected to look at recent developments, share experience, debate perspectives and offer recommendations.

See full call for articles for a more detailed outline of the proposed scope of the FMR issue.

The FMR Editors are looking for policy- and practice-oriented submissions, reflecting a diverse range of experience and opinions, which address questions such as the following:

What examples are there of effective provision of quality education in displacement, and what can be learned from these examples?
What has been learned about expanding successful learning initiatives? How does this vary in differing contexts of forced migration?
What particular challenges arise in the provision of education depending on the type of setting, whether camp, urban or other?
How can protection of children and young people in conflict and displacement be strengthened, with a particular view to improving their educational prospects?
What impact does the psychosocial well-being of children have on their learning, and how can these needs best be met in order to help them learn?
How can the specific educational needs of different groups of displaced people be addressed? For example, how can education providers ensure that disability, gender, language, ethnicity, and more are not barriers to equal educational opportunities?
How can youth who have missed out on education and training access what they have missed as children? What contribution can Accelerated Learning Programmes make?
What opportunities are there for early childhood development in displacement? What practices are promising?
Are new forms and uses of technology – including distance learning – filling any gaps in educational provision, whether as interim measures or for the longer term? What are their advantages and disadvantages?
What are the advantages and disadvantages of refugee children studying the curriculum – and in the language – of the host country?
How can education in countries of origin, countries of first asylum, and resettlement countries best address certification, validation and equivalency issues relating to learners and teachers?
How are teacher qualifications, professional development, salaries and well-being addressed in displacement?
What is the role of peace education programmes to address social cohesion in displacement and in the case of return?
In what ways are formal and non-formal education coordinated and linked, from the perspectives of learners and systems?
What role do school feeding programmes have in supporting education provision?
What examples are there of good practice in a) joined-up humanitarian and development education planning and b) joined-up refugee and IDP response coordination mechanisms, including, but not limited to, the Education Cluster)?
How can local education authorities and humanitarian actors best coordinate their responses?
What are the main challenges for education in displacement that hinder progress toward global goals, such as the Sustainable Development Goals, and how might these be tackled?
How are the INEE Minimum Standards in Education used?
What are the implications of initiatives such as the Comprehensive Refugee Response Framework, the Global Compacts, the Global Partnership for Education and the Education Cannot Wait Fund for education funding and programming?
How can the research community support the humanitarian and development communities to produce and harness effective and reliable evidence, both for the short-term needs of programme design and delivery in complex environments, and the long-term needs of effective decision making by governments?

Please note that when we use the term ‘displaced’ we are referring to both internally displaced children/youth and refugee children/youth.

Maximum length: 2,500 words.

Deadline for submission of articles: 15th October 2018

If you are interested in contributing:

send a brief outline of your proposed article to the Editors at fmr@qeh.ox.ac.uk so that they can advise on suitability
consult the guidelines before beginning to write your article
ensure your article complies with the submission requirements before submitting the article. The editors will be unable to accept any article that does not comply with these requirements.

FMR welcome articles on other subjects relating to forced migration for consideration for publication in the ‘general articles’ section of the issue.

Note: FMR is not linked to EENET so please contact the FMR editors directly with any queries.

EENET’s teacher training videos – more translated subtitles

EENET’s video-based teacher training resource – “An Inclusive Day: Building foundations for learner-centred, inclusive education” – is available online with subtitles.

We’re gradually adding subtitles in more languages. So far you can watch the films on YouTube with the following subtitles:

Arabic
English
French
Portuguese
Russian
Spanish
Swahili

We will soon add Dari and Ukrainian.

We’d love to add even more languages. If your organisation could help to translate the subtitles into another language, or if you could help fund a translation, please do contact us.

Female teacher signing to children standing around her

Deadline expired Consultancy: Transition from early childhood intervention to inclusive early education, OSF, Ukraine

Download full details (PDF)

Application deadline: 21 May 2018

This consultancy is with Open Society Foundations Early Childhood Program. The international consultant will provide technical support to OSF’s Ukrainian partners and work closely with all project partners in Kharkiv and Lviv, including Inclusive Resource Centres (IRCs) and local education authorities.

The consultancy primarily focuses on the provision of capacity building support to enable the three national partners in Ukraine and their counterparts to pilot and establish a transition model(s) in two regions in Ukraine with a potential replication nationwide.

The consultant will provide support to the three national partners through online consultations, sharing resources and co-facilitation of a training for building capacity of Ukrainian partners in the area of transition from early intervention to IEE.

The consultant is expected to visit Ukraine twice, for the introductory workshop and the basic training.

Read the full terms of reference for more details and how to apply.

#MakeItPublic Campaign

The Global Education Monitoring Report (GEMR) has launched a campaign calling for all countries to report back to their citizens on their progress in education. The campaign is called #MakeItPublic.

The campaign highlights that: “Governments are the primary duty bearers for the right to education. Governments should be transparent about their progress towards their education commitments so that we can hold them to account. However, only one in every two countries have published a national education monitoring report since 2010, and most do not produce them very regularly.”

The campaign calls on

“All governments to:

take steps towards producing a regular national education monitoring report, capturing progress on education commitments across all education levels, and government education expenditure;
make reports publicly available to their citizens, including on the internet;
use their national education monitoring reports as key sources for the education section of their SDG national voluntary reviews;

All regional organizations with an education agenda to:

produce regional education monitoring reports, based on their regional education strategies and monitoring frameworks, thereby influencing national approaches to monitoring education.”

Find out more about the campaign and what you can do to contribute.

Deadline expired Program Administrative Assistant, Early Childhood Program, OSF, London, UK

Full details available from OSF website.

Application deadline: 20 April 2018

Essential duties and responsibilities:

Helps to manage individual and team calendars, arranges staff travel, submits travel authorizations, administers/processes expense reports and invoices, handles intake and appropriate routing of calls/emails, and deals with public inquiries.
Handles logistics for events and meetings, develops related budgets and manages costs. Liaises with vendors and consultants and assists with contracts, compliance and procurement processes.
Provides support for both internal and external meetings, including Board meetings, as requested; takes minutes, photocopies, collates and distributes documents, and arranges catering.
Provides administrative support for financial activities, responds to requests for cash and money transfer payments, processes invoices and grant letters/contracts, processes payments to vendors and consultants, assists with updating and tracking budgets, prepares expense reports, and monitors and maintains budget filings.
Maintains an inventory of all publications and ensures stocks are on display, as required, and available to staff. Assists with production and launch of publications and keeps track/creates publication mailing lists.
Updates the Open Society website and KARL (internal site) as required, highlights appropriate material to be posted on the website and uploads new material. Explores use of social media to promote the work of the team. May oversee day to day operations of the central contact database, including organizing information, creates mailing lists, and works with programs to keep contacts current.
Provides administrative support for grant making activities and/or programs by performing operational work, as directed, that helps achieve the Early Childhood Program’s goals/plans. May identify new administrative/operational needs and develop/implement solutions.
Enters and uploads information and runs reports in management information systems and platforms. Liaises with grantees, staff, external reviewers, etc. Compiles and maintains grants-related data and records and timelines.
Supports the implementation of the Early Childhood Program team’s communications strategy through tracking of ongoing projects, liaising with OSF’s communications team and assisting ECP team members in the development of web and social media content.
Ad-hoc responsibilities: May be asked to take on substantive responsibilities or projects, such as overseeing translation and communications-related projects; conducting basic research/scanning of political landscape, grantee updates, policy, and research developments; collecting, compiling and analyzing data in support of eligibility assessments, docket write-ups, peer and portfolio reviews; and reviewing grantees’ financial reports.

NOTE: This is not an EENET vacancy. Please communicate all queries directly to OSF.

PAST “Keep Your Promises” – GCE Global Action Week for Education, 22-28 April 2018

Just one week to go…… Each year the Global Campaign for Education leads a Global Action Week, with a specific theme. This year’s theme is “Accountability for SDG4 through Citizen Participation”. The campaign focuses on holding governments and the international community to account for implementing the full SDG4 agenda – asking governments to “Keep Your Promises”. Governments will be asked to honour the pledges they have made to education funding, for instance, those pledges made during the recent Global Partnership for Education funding replenishment conference.

GCE Global Action Week logo

The Global Campaign for Education is calling on governments to:

develop credible roadmaps for implementation of the full SDG4 agenda, with clear mechanisms for transparency, allowing for active meaningful participation of civil society;
halt the criminalisation and shrinking of civil society spaces, both nationally and internationally;
strengthen public systems and state capacities to ensure that education is free, quality, and equitable and reject turning towards low fee/”affordable” private schooling as an answer to the education crisis.

There are lots of things you can do to help support the Global Action Week. Look at the ‘Take action’ page on the GAW website for more information.

Global Action Week posyet showing 6 children (2 girls). One girl is signing. Poster message reads"we call on governments to #keepyourpromises for inclusive education"

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

New blog and report: Learning from colleagues to improve inclusive education

In the latest EENET blog, Peter Grimes and Els Heijnen-Maathuis tell us about an innovative monitoring and evaluation approach for Save the Children’s inclusive education programmes, using peer review rather than external evaluation consultants.

The full report of the peer review process and findings is also available on our website: Developing Inclusive Practices through Action Learning: Inclusive education cross-country peer review Bangladesh and Indonesia (PDF 1.7mb).

Learning from colleagues to improve inclusive education

In this blog, Peter Grimes and Els Heijnen-Maathuis tell us about an innovative monitoring and evaluation approach for Save the Children’s inclusive education programmes, using peer review rather than external evaluation consultants.

You can find out more in the full report (PDF 1.7mb): Developing Inclusive Practices through Action Learning: Inclusive education cross-country peer review Bangladesh and Indonesia

The cross-country peer review established a strong link between the two projects. The project teams identified areas for continued collaborative sharing and learning such as for inclusive education documentation, improving their project exit strategies, and examining a CBR approach that moves towards Community-Based Inclusive Development.

Peer review rather than evaluation

To understand and describe what is changing in ‘our’ inclusive education projects in different countries, Save the Children carried out a cross-country peer review in Bangladesh and Indonesia. The documented peer review actively engaged professional colleagues or peers from another country in a critical review of project activities, ‘assessing’ what has worked well (or not) and why. The aim was not to judge but to improve and help each other enhance the quality of the collective contribution to inclusive education. This process of collaboratively sharing and reflecting as part of everyday practice led to improved problem solving, capacity building and professional learning opportunities based on similar experiences in a different context.

Facilitators or ‘critical friends’ instead of unknown consultants

Two facilitators or ‘critical friends’ were involved as a reflective sounding board for the two country teams. Both facilitators were considered trusted persons who could provide technical support during the peer review process but also ask challenging questions, suggest reframing of approaches, provide information to be examined through another lens and offer critiques or commentaries as friends.

“The peer review has helped us to ask more and better questions and not be satisfied with just knowing that we are reaching more children with disabilities in the communities.”

The two country-teams identified strengths and challenges in each other’s projects; collected information about the situation prior to the project and the current situation; highlighted good practices for replication and suggested ideas for improvement to each other. Some of the issues both country teams reflected on, discussed and tried to find better solutions for were:

how to address the lack of accurate data on children with disabilities;
how to support teachers to provide quality education for all children;
how to influence a highly centralised education system more effectively.

Empowered national staff

The cross-country peer review was experienced by both country teams as a very useful, enriching and empowering experience. They realised they were not alone with their challenges and together generated new knowledge and ideas. It has worked out as a dialogue between the two countries to better understand conceptual and operational aspects of the projects and thus learn from both successes and failures.

Future peer reviews

Learning from this experience, future peer reviews may need more in-country time for each review visit. Instead of mostly distance support from facilitators or ‘critical friends’, it would be better for these supporting experts to be with the teams during the in-country peer reviews, to improved understanding of the review process, especially when developing the tools and for post-review evaluation.

Read the full report of the peer review process and findings: Developing Inclusive Practices through Action Learning: Inclusive education cross-country peer review Bangladesh and Indonesia (PDF 1.7mb)

International Day for Street Children – 12 April

To mark this day, Manchester Metropolitan University, UK, held a seminar showcasing the projects some of their academics are working on around the world that contribute to the growing body of knowledge concerning street-connected young people. This short article introduces some of that work and provides links to the projects/organisations.

Remember, EENET’s own Enabling Education Review no.6 focuses on street-connected children. It’s packed with articles showcasing innovative projects from various countries.

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