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Toy design and inclusive play
By: Sandrine Bohan-Jacquot Design workshop At the start of 2019 I was incredibly lucky to be one of the 23 participants attending the 18th International Creativity workshop on ‘Toy Design and Inclusive Play’ in Berlin, Germany. Participants came from Belgium, Colombia, Germany, India, Israel, Japan, Kenya, Lithuania, Philippines, Russia, Thailand, Uganda, USA, Zimbabwe. You can … Continue reading Toy design and inclusive play

Mental health and inclusive education
By Ingrid Lewis and Laura Davidson. (This blog is also available in Arabic) Mental health is not given enough attention within the field of inclusive education. This must change. Adhi and Rahina’s experiences* Adhi lives in Indonesia. His father left the family last year when Adhi was 9. No one knows where he went. Adhi’s … Continue reading Mental health and inclusive education

Introducing EENET’s Arabic Language Community Facilitator
My name is Ayman Qwaider. I am the Arabic Language Community Facilitator for the global Enabling Education Network (EENET). A bit about me I completed my Masters degree in Peace, Conflict and Development Studies from The University of Jaume I, Spain in 2011. As a person born and raised in the Gaza Strip, Palestine, I … Continue reading Introducing EENET’s Arabic Language Community Facilitator

Don’t hide your documents on the internet
A blog by Christopher Chiwalo, teacher, Malawi and Ingrid Lewis, EENET. As one of the regular readers and a beneficiary of EENET’s printed materials, I wish to express my views on why donors should support the printing and distribution of EENET’s materials. First, there are network problems in remote areas since network providers shun these … Continue reading Don’t hide your documents on the internet

Respect for education in development
A blog by: Ingrid Lewis, Managing Director, EENET. In my last blog I reflected on the tendency within inclusive education and international development programmes to view teachers as programmable machines rather than as adult learners. This dehumanising of teachers inevitably leads to inappropriate approaches to teacher education and thus to limited change in teaching practice. … Continue reading Respect for education in development

3 thoughts on “Respect for education in development

  1. Yet again, another of your blogs with which I couldn’t agree more! I’ve seen so much of what you refer to at first hand – and also how, despite lots of experience within education, not coming from the NGO world itself can be a barrier to full acceptance within that world. Yet when working with school staff, education officials, etc., acceptance and credibility rise exponentially when they know that somebody has ‘been there, done that’ and really understands what it’s like.

    So then your blog prompts more questions: in particular, why do enough people from education not make or maintain that shift across? Is it the relative employment uncertainty, maybe with loss of a secure government post? Is it lower salaries? Is it failure of NGOs to seek more widely? Is it lack of recognition, maybe on both sides, of transferable skills? (eg. school leaders are used to programme planning and evaluation, team development, etc.) Is it the speed of change in schools now which means that a mid-career shift makes return risky or impossible? Do relatively limited levels of professionalism within some NGOs (not all), or other voices carrying greater weight, mean that an ‘education person’ doesn’t stay? Is it that funders set priorities which NGOs feel bound to accept, but the funders themselves don’t value education experience or encourage NGOs to seek it out? And so on ….

    Yet again, thank you for an important blog which, with such straightforward clarity, raises real and complex issues which are rarely discussed. The next step is … what to do about it!

  2. I concur with the idea forwarded
    From my involvement and observations in disability and development work, it is clear that there are many education “copy-paste” projects deprived of results and impacts
    Knowledge, practice and rich experience in people-centered investment guides what we design, plan, implement, monitor and evaluate the development programs set to achieve positive outcomes and impacts in the lives of program communities or society. Without these knowledge and skill sets, it is very difficult to expect results and impacts from the investment

  3. I’m currently working somewhere where the locals have faith that teachers can support disabled children with a bit of extra training and advice, but some expats seem to believe that just because teaching assessments currently get low scores, teachers can’t improve to that extent. I think there’s an issue of education programme leaders and donors using data to confirm their existing biases.

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