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New report on attacks on women’s and girls’ education

In conflicts around the world, female students and educators suffer horrific acts of violence within their schools and universities, including rape, forced marriage, and sexual slavery. Attacks on education have a devastating impact on all students and teachers, but they can have particularly debilitating long-term consequences for girls and women, including early pregnancy, stigma associated with sexual violence and children born from rape, and lost education. The Global Coalition to Protect Education from Attack (GCPEA) has published a report – ‘”It is Very Painful to Talk About” Impact of Attacks on Education on Women and Girls’ – which details extensive research, including interviews with country and regional experts and a review of secondary data sources.

Download the full report.

Download the executive summary.

Roundtable discussion: Importance of Investing in Disability-Inclusive Education, 10 December, Brussels

Date: 10 December 2019, 2-5pm.

Venue: Mundo-Madou, 7/8 Avenue des Arts, 1210 1000 Brussels.

Register online.

This roundtable discussion organised by Light for the World and the European Disability Forum (EDF) in the framework of the European Disability and Development Week (EDDW) aims to:

  • Build awareness on the importance of disability inclusive education, and highlight the EU’s commitments to quality inclusive education for all.
  • Identify key characteristics of successful inclusive education initiatives in the context of international cooperation.
  • Highlight the economic return on investment for countries and the livelihood opportunities for persons with disabilities that access to inclusive education initiatives generate.

Inclusion of persons with disabilities in humanitarian action

CBM, Humanity & Inclusion and International Disability Alliance have published ‘Inclusion of persons with disabilities in humanitarian action’, a set of 39 case stories of field practices and learnings from 20 countries, for all phases of humanitarian response.

The case study document offers real-life programme illustrations relevant to the IASC Guidelines on Inclusion of Persons with Disabilities in Humanitarian Action. The IASC guidelines, developed collaboratively with diverse stakeholders including persons with disabilities, include a section in education.

**Deadline expired** Consultancy: Technical focal point, collaboration across child protection and education in emergencies

Application deadline: 20 December 2019.

Read the full Terms of Reference.

Plan Canada, on behalf of the Alliance for Child Protection in Humanitarian Action and Inter-Agency Network for Education in Emergencies, is seeking the services of an enthusiastic consultant with experience in both education and child protection sectors.

The Inter-Agency Network for Education in Emergencies (INEE) and the Alliance for Child Protection in Humanitarian Action (the Alliance) are global networks of actors working on education and child protection in emergencies/humanitarian settings. The Alliance and the INEE came together in October 2018 in a joint Roundtable focused on addressing barriers to collaboration. A set of recommendations were produced during this event. Alliance and the INEE have continued their advocacy on this issue in diverse fora.

Education in Emergencies (EiE) and Child Protection in Humanitarian Action (CPHA) actors work side-by-side to respond to the needs of children and youth affected by emergencies, crises and forced displacement. The importance of recognizing that the work of both sectors is complementary has often been stated, since education can be protective and child protection actors can support children and youth to access education and improved educational outcomes. However, the full potential that a collaborative approach across these two sectors could offer to children and youth has yet to be fully explored.

This consultancy seeks to move forward the agenda for joint and integrated programming, based on the recommendations from the 2018 Roundtable. To this end, the Alliance and INEE, through Plan Canada, are hiring a technical focal point to support moving this agenda forward.

سياسة التعليم المُنفتحة على العموم في سويسرا تؤتي ثمارها

في سويسرا، يدرس أكثر من نصف عدد الأطفال من ذوي الاحتياجات التعليمية الخاصة في المدارس العادية – كترجمة عملية للاتجاه نحو سياسات تعليمية شاملة ومتكاملة للجميع.

نهج متكامل

على مدى العقد الماضي، اعتمدت سويسرا نهجا تعليميا شاملا تجاه الاطفال الذين يعانون من إعاقات أو يشتكون من صعوبات في التعلّم، مما يعني أنه كان بامكانهم الالتحاق بالمدارس النظامية العادية. هذا الامر لا ينفي وجود اختلافات بين الجهات والمناطق: يدار قطاع التعليم من 26 كانتونا، لكل منها مقاربة لمفهوم الاحتياجات الخاصة بهم. وهو ما أدّى إلى قبول بعض الكانتونات للاطفال من ذوي الاحتياجات الخاصة بسهولة ويسر أكبر في المدارس العادية اكثر من غيرها.

لقراءة المقال من المصدر الرجاء النقر هنا

تخطيط الدروس للوصول الي فصول دراسية جامعة – ورشة عمل

هل أنت/ي من المهتمين في قضايا التعليم الجامع (الدامج) وترغبون في التعرف على أهمية وآلياته؟

تنظم كلية الإمارات للتطوير التربوي ورشة العمل مجانية تحت عنوان “تخطيط الدروس للوصول الي فصول دراسية جامعة” والمزمع عقدها في تاريخ ٢٦ نوفمبر ٢٠١٩ في أبو ظبي. 

للمزيد من المعلومات والتسجيل الرجاء النقر هنا