The teacher training approach is now being adapted and implemented in the governate of Duhok in Kurdistan Region Iraq. You can track progress here and feel free to contact us with any questions.

Note: this work is not part of EENET’s partnership with NAD. It is an example of using and adapting the open-source teacher training modules developed by EENET and NAD.

EENET is working with Swedish Association of Authorities and Regions (SALAR) to adapt and introduce the teacher training approach in Duhok, along with various other partners in the Local Government Development in Iraq (LOGDEVI) consortium including Governorate of Duhok, IRFAD, Duhok Directorate of Education (DOE) and Social Care (DOLSA).

We will post regular progress updates here. Feel free to contact us if you want to know more.

Update 3: Project newsletters

You can now keep up to date with this project by reading the project newsletters:

Duhok Inclusive Education Partnerships Newsletter 1, April 2022 in Arabic and English

Duhok Inclusive Education Partnerships Newsletter 2, June 2022 in Arabic and English

Duhok Inclusive Education Partnerships Newsletter 3, September 2022 in Arabic and English

Update 2: Co-development of the approach – active training phase (May – June 2021)

A lot of work has gone into getting the programme to the active training phase, including co-trainer development, co-ordination of principal trainer-facilitators (PTFs) and other actors, logistics and preparation (including reimbursements, meals), repairs and maintenance of the training centre, translation, purchasing all items, printing handbooks and materials.

  • A large training centre has been made available for the programme. Repairs, maintenance and equipment were needed to get the centre fit-for-purpose. The team assessed the needs and organised repairs, maintenance, cleaning and purchasing of equipment and furniture. Training items and stationery were purchased and handouts printed.
  • The team ran a successful co-development programme over 6 days. PTFs were engaged and enthusiastic, participating in active learning. The group engaged in lengthy discussions about the approach, making it difficult to keep the planned timeline. It was agreed to extend the training with an additional day.
  • An opening session with key partners DOE, DOLSA, Duhok Governor’s office and SKL International was held on the first day. A successful study visit by the Swedish Ambassador’s office was held on day 3.
  • Each day ended with a reflection session and compilation of feedback and suggestions for adaptation and improvement of the training materials.
  • The active training was followed by 4 days of preparation and planning for the up-coming training of teachers from the 3 pilot schools. PTFs worked in groups to develop their training plans, schedules, and materials and practised some of the facilitation methods.

Update 1: Building a foundation – inception phase (February – April 2021)

The inclusive education training programme is part of the wider LOGDEVI initiative in Duhok between the directorates of education and social care focused on the needs of children. The inclusive education initiative was delayed in 2020 due to the Covid-19 pandemic, but reorganised to allow for remote training by the EENET international trainer. A local team with members from LOGDEVI and DOE was recruited and the programme was officially launched in February 2021.

  • An inclusive education office was established at the DOE to increase visibility of the programme.
  • Two co-trainers started their expert training with EENET in order to deliver the training to principal trainer-facilitators.
  • 20 principal trainer-facilitators were selected by the DOE, based on criteria from the inclusive education programme. This was a learning process on both sides, finding the right candidates and understanding why certain criteria were important. These trainers will be the legacy of the programme and are an integral success factor of the approach.
  • Three pilot schools were also selected to take part in the programme, in varied geographical and socio-economic areas.
  • Training materials were modified to suit the local context and an in-depth translation process took place with an in-house translator working on 3 modules. The translation process included a peer review by DOE and education experts.