Global inclusive education updates from EENET and other organisations.
[Articles] What parents need for a good start (Early Childhood Matters)The Van Leer Foundation has published its latest edition of Early Childhood Matters (ECM) on the theme of ‘What parents need for a good start’. They write: “The needs of parents and caregivers of young children often go unseen and unheard in public life and policy. They face growing pressure, are overworked, and their support … Continue reading [Articles] What parents need for a good start (Early Childhood Matters) [Report] Learning interrupted. Global snapshot of climate-related school disruptions in 2024
A new UNICEF analysis reveals that at least 242 million students in 85 countries or territories had their schooling disrupted by extreme climate events including heatwaves, tropical cyclones, storms, floods and droughts in 2024, exacerbating an existing learning crisis. It states that: “Education is one of the most frequently disrupted services due to climate-related events, … Continue reading [Report] Learning interrupted. Global snapshot of climate-related school disruptions in 2024 [Blog] A right to education for all: Unlocking potential behind bars
“Education in prison is not merely a tool for social rehabilitation but a fundamental human right. At the Montreal International Conference on Education in Prison, this central message resonated as speakers emphasized the necessity of recognizing incarcerated people as rightful holders of this right. Access to education in the prison environment, often characterized by exclusion, … Continue reading [Blog] A right to education for all: Unlocking potential behind bars [Articles] December issue of the International Review of Education
UNESCO Institute for Lifelong Learning recently published the December 2024 issue of the International Review of Education. Unfortunately, the articles are behind a paywall unless you are subscribed via an institution. Topics include the impact of conflict and other extreme situations on education and learning (in Kashmir and Ukraine), the role of non-governmental organizations in … Continue reading [Articles] December issue of the International Review of Education [Article] From liminality to self-reliance: Refugee teachers’ roles and practices during protracted uncertainties
This study examines the critical roles and innovative practices of refugee teachers in the borderland of Thailand and Myanmar amidst protracted refugee situations. Using qualitative methods, the research explores how these teachers navigate spatial and temporal liminality, characterized by dislocation and indefinite waiting periods, respectively, inherent in their environment. Despite these adversities, refugee teachers demonstrate … Continue reading [Article] From liminality to self-reliance: Refugee teachers’ roles and practices during protracted uncertainties