Equitas education was commissioned in 2022 by Save the Children, UNICEF, and the World Food Programme, to carry out a study on out-of-school children in the Middle East and North Africa (MENA) region, covering 2015-2020.
The study’s focus countries are Iraq, Jordan, Lebanon, Libya, Palestine, Turkey, and Yemen over the years 2015-2020. The study focuses on four specific areas of inquiry:
You can view and download the report through the Save the Children’s Child Rights Resource Centre.
New data is now available in the SDG 4 UNESCO Institute of Statistics (UIS) database containing information on over 200 countries.
The UIS’ new approach to data collection, using dynamic templates to produce 23 indicators on students, teachers, schools, and education expenditure, has resulted in significant increases in data coverage for SDG 4 indicators.
UNESCO New Delhi launched its video documentary titled ‘Champions of Change‘ in October 2022, focusing on the challenges faced by LGBTQIA+ learners.
Bullying and discrimination based on sexual orientation, gender identity, and expression (SOGIE) in schools adversely affect LGBTQIA+ and gender non-conforming students’ physical and psychological health.
UNESCO New Delhi recorded videos capturing experiences of transgender people who overcame challenges related to stigma, discrimination, violence, and bullying in educational institutions and became achievers in their professional lives.
The video builds understanding on the scale and impact of homophobic bullying in educational institutions. It also provides recommendations on how to prevent and addresses school-based bullying faced by LGBTQIA+ learners.
We can all help build climate resilience.
We tend to concentrate on mitigation, such as lowering our carbon footprint, but we should also consider what adaptive actions can make our organisation, the communities we work with, and our environment more resilient to the changes ahead.
An article by MzN International – How to build a climate-resilient NGO in 2022 – explores the many ways to incorporate resilience-building into non-climate focused development work and how we run our organisations.
Refugee Education UK is offering an education welcome pack for Ukrainian and Afghan refugees.
The packs include key information about the UK education system and how to access it, a welcome to school and classrooms for children and information about other sources of support, including helpful charities, resources, courses and interpretation services.
See the website for more information specific to Ukraine or Afghanistan.
Date: Wednesday 14 December 2022.
Time: 13:00 -15:00.
Place: Oslo, Norway.
The Activity Alliance has launched an inclusive education PE hub for schools and colleges in England.
As the sport and leisure sector began to recover from the COVID-19 pandemic, Activity Alliance supports organisations to increase their commitments to inclusion and to embed inclusive practice into all programmes.
The hub provides support for teachers and school staff to review and improve inclusive physical education and school sport delivery. It is all made possible through the Department of Education funded ‘Inclusion 2024’ project.
Once registered, education professional will be able to complete the Inclusive PE self-assessment. Then they will be directed to relevant resources based on the answers and receive tips to continually improve the way they work.
This month the National Deaf Children’s Society (NDCS) in the UK has launched a professional community for those working with deaf children and their families. The community is hosted on Facebook and is for professionals in education, health and social care to come together and discuss topics relating to working with deaf children.
An open letter, co-ordinated by Early Education and supported by the Early Years Alliance, has been sent to Ofsted (the UK’s Office for Standards in Education, Children’s Services and Skills). The letter expresses concerns around the quality of Ofsted’s early years review: ‘Best start in life part 1: setting the scene’.
The letter highlights nine areas of concern with the review, raised by over 100 signatories:
The letter asks Ofsted to work more appropriately with a range of experienced practitioners and researchers as well as engaging with sector representative bodies on upcoming reviews.
