Blog

UNICEF have published this report, which draws on evidence from multiple fields to present a framework for understanding children’s evolving capacities. The authors note:

“The United Nations has pointed to growing evidence of a pushback against children’s rights and respect for their evolving capacities in favour of a stronger emphasis on parental rights. In addition, climate change and environmental degradation are negatively impacting the lives of many more children… Furthermore, the United Nations estimates that hundreds of millions of children live in conflict zones, facing profound and often devastating immediate and long-term consequences.. Given these shifts and their tremendous impact on children and families, it is time to re-examine how the concept of evolving capacities is being applied and understood to advance child rights.”

Download and read the report.

Summaries in English, Arabic, French, and Spanish are available

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.

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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.

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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.

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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.

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