Having achieved universal access to basic education, Cabo Verde is now focused on universalizing access to pre-primary education and improving the inclusion and quality of early learning.
This blog, part of a series from GPE, states the progress made in Cabo Verde in inclusive education. Currently, there is a pilot project in kindergartens in vulnerable areas, focusing on training professionals in education and other areas.
Date: 4 February 2026.
Time: 10:00 AM – 4:00 PM GMT.
Location: British Council Offices, E20 1JQ, London, UK.
This workshop will assess progress, persistent challenges, and emerging global shifts that impact inclusive education, focusing on people with disabilities. Critically, it aims to discuss the architecture, accountability and policy priorities needed to achieve disability inclusion in the “Post-SDG Agenda”, emphasising intersecting dimensions of gender and location.
Dates: 27-29 July 2026.
Location: London, UK.
Delegates will have access to cutting-edge research being undertaken by academics from around the world, bringing together professionals from across the educational spectrum, to participate in a variety of stimulating sessions showcasing international perspectives on inclusion.
Of lasting value are the opportunities for networking such an event affords, making friends, connections and creating new partnerships, uncovering potential when colleagues from diverse disciplines find fresh and exciting avenues for collaboration in research, policy and practice.
Dates: 5-7 March 2026.
Location: Bangkok, Thailand.
EDC brings together educators, researchers, and practitioners from around the world to exchange ideas, share research, and explore the evolving landscape of education. Designed as a cross-disciplinary forum, EDC2026 emphasizes meaningful dialogue, genuine connections, and collaborative learning. Recognized for its strong global engagement, the conference welcomes participants from diverse contexts to share insights and deepen their understanding of contemporary educational challenges.
Submit an abstract (Deadline 25 December 2025)
Stories for Inclusion is a new website developed by the Niketan Foundation and Biblionef Netherlands.
This website promotes diversity, empathy, and inclusion through children’s books, featuring children with disabilities. It is designed with accessibility in mind, featuring a dyslexia-friendly font and adjustable text size. The website offers tools and resources for educators, organizations, and anyone passionate about inclusive education. There is an Inclusive Education module to bring inclusion into classrooms and communities.
Visit the Stories for Inclusion website.
Dates: 10-11 September 2026.
Location: London, UK.
The Symposium seeks to be a catalyst for change, calling on educators, policy makers and innovators to join together in fundamentally reimagining the central feature of the curriculum by focusing it around interdependence, justice and resilience so that education becomes the principal vehicle through which we students for a more sustainable and equitable future.
The Symposium pursues five main objectives:
a) To catalyse a paradigm shift in curriculum design
b) To bridge critical implementation gaps
c) To foster a collaborative ecosystem for change
d) To define and champion a new profile of the graduate
e) To articulate and gain consensus on the knowledge, skills, and values needed for a complex, interconnected world.
Deadlines for submissions:
Abstract Submission: 15th May 2026
Registration Deadline: 30th June 2026
Full Paper Submission: 30th August 2026
“When we talk about the stigma, isolation and doubt that comes with disability, and the personal and systemic neglect faced by teachers and children with disabilities, can we tap into what it means for a child to read or listen to a story and see themselves reflected; their troubles affirmed?”
The author asks why children’s literature is often given little space in discussions around inclusion and equity. Access to children’s literature is limited in the Global South. In India, for example, there is only 1 book for 11 children in rural areas. The author claims: “If inclusion in education is to move beyond infrastructure and enrolment, then libraries and literature must take their rightful place within these conversations.”
To celebrate their RISE project, Link Education International have published three stories of young learners from Rwanda, Malawi, and Zambia. As Link Education International say:
“These stories remind us that change is possible. Confident teachers and school leaders with the skills and knowledge to enable children with disabilities to engage in their learning and thrive socially with their peers. More children with disabilities happily attending, staying and thriving in schools which are safe, accessible and welcoming.”
This blog introduces the TRIO approach from India: Three learners from the same class, each with different strengths, who live near one another work as a team. They study, support and motivate one another to stay in school and keep progressing.
The approach helps with overcrowded classrooms, shifts teaching from control to trust, and has shown improvements in attendance and better academic performance. A delegation from Malawi will visit India to learn from this approach.
The author claims: “The future of education depends not only on innovation, but on solidarity — the willingness to learn from one another, to adapt and to build systems that can endure.”
This blog shares reflections from the a book by the authors, called ‘Reconceptualising the learning crisis in Africa: Multi-dimensional pedagogies of Accelerated Learning Programmes’.
The blog introduces the Ubuntu concept, reframing “learners and teachers as knowledge-holders whose identities, languages and community ties are assets, not obstacles.” It introduces successful teaching projects based on the Ubuntu concept. The blog also focuses on the importance of teaching in the children’s native language.
“When learners hear and use their own languages in school, comprehension rises, participation increases and self-worth grows. Language becomes a bridge to belonging – and belonging is the soil in which learning takes root.”
The mailing list will provide inclusive education updates from EENET and around the world.
