Apart from good content on Inclusive Education this module is a good model for supporting facilitation of workshops:
INEE Training Module -Inclusive Education
This is Module 15 of the INEE education in emergencies harmonized training package. It contains a facilitator’s guide and PowerPoint slides for a basic 2-hour workshop, with suggested extension activities for longer workshops.
You can download a Zip file containing the facilitation notes and PowerPoint slides.
and from Save some case studies of Inclusive Education:
Impact on Education
Save the Children
This document contains articles from the a variety of Save the Children’s education programmes in Africa, including articles about: Somaliland, featuring a girl disabled by a landmine who continued her schooling through an alternative basic education programme; non-formal education in LRA-affected areas of northern Uganda; and displaced learners returning to education in Côte d’Ivoire.
Download Impact on Education
And something more while we are talking about Inclusive Education…
Children of Armenia speak out…. About inclusive education and good teachers
These 2 posters are a by-product of an evaluation of an inclusive education project carried out in Armenia. During the evaluation, school children offered very useful insights, and rather than these opinions being lost in a formal report that few people would read, they were also turned into posters for use within the schools and for wider advocacy among NGOs, parents, teachers and the government. They have been used to promote both IE and the concept of child voice/child participation. Again, could this be an idea for the Task Team to follow up – i.e. developing advocacy/awareness-raising outputs that specifically feature children’s perspectives on inclusion/exclusion in education in emergencies?
Download poster 1 Children of Armenia speak out… about inclusive education
Download poster 2 Children of Armenia speak out… about good teachers
While working in Inclusive Education half of the time we are concerned about those in school but are not learning -they may be disadvantaged because their mother tongue is not the same as the language of instruction, they may be living in poverty and have no school uniform or pens and notebooks, they may be infected or affected by HIV/AIDS ; thus there are many reasons for children to be excluded from education opportunities. This new report highlights some of the facts behind why some children fail.
Ending the Hidden Exclusion
Save The Children
Millions of children suffer from a ‘hidden exclusion’ from education. They may appear to be included – they are in school. But in reality, they are learning little or nothing.
What’s more, the poorest and most marginalized children are often most likely to be failed by poor-quality schooling. Our generation has the opportunity to ensure that no child is excluded from learning.
As this report sets out, an ambitious post-2015 global learning goal with a strong focus on the most deprived children will be a crucial part of realizing this vision.
Included in this report are discussions of on-going challenges of education in humanitarian emergencies and climate change (p. 20), growing evidence on the learning crisis (p. 24), and changing patterns in education inequality (p. 26).
To read the full report, please click here.
INEE has just posted this:
Global Thematic Consultation on Education in the Post-2015 Development Agenda
Do you want to take part in shaping the future of EDUCATION?
The draft Executive Summary of the Global Consultation on Education is open for public online commenting through 27th May. Share your views today!
You can participate and leave your comments following these easy steps:
1. Read the draft Executive Summary – it is posted online;
2. In the Post a Reply box start by typing in your name, age, gender, country, organization; Continue typing in your comments:
3. Be brief and precise; try to limit your comment to 300 words referring only to the draft executive summary.
Your opinion matters! This is a unique opportunity for you to participate and directly contribute with your practical recommendations. You are encouraged to post your ideas and thoughts as an individual or a group and share the voices of the people, organizations or communities you represent. You are welcome to inviteindividuals and organizations to take part. Views and comments can be posted in English or in any of the 60 languages that the Google translator supports on the web space.Your inputs will help finalize the Executive Summary and the Synthesis Report of the Global Thematic Consultation on Education which will then feed into the inter-governmental debate on the post-2015 development agenda at the 2013 UN General Assembly in September.
Comment online now and spread the word -> click here
Follow the latest updates from the Education Global Consultation on Twitter @Education2015UN or using #education2015
From the latest INEE newsletter:
Story and Video: How can innovation improve access to quality learning?
© UNICEF/NYHQ2013-0190/Markisz | (second-from-left) Venture capitalist and Charles River Ventures Partner Emeritus Ted Dintersmith speaks at the event. Beside him on the dais are (left-right) Girls Who Code Executive Director Kristen Titus, international journalist and moderator, Femi Oke.
NEW YORK, United States of America, 3 May 2013 – Last week, the Government of Denmark and UNICEF hosted the interactive discussion ‘Breaking barriers: Innovative partnerships creating exponential change in access to quality learning’. Moderated by journalist Femi Oke, the lively discussion brought together government representatives, leaders from the private sector, civil society and others to explore how innovations can surmount barriers for children in fulfilling their right to access to a quality education and, more importantly, quality learning.To read the full story and watch the video, please visit the website.
New Sphere E-Learning Course Launched
The new Sphere e-learning course is now available online! It allows humanitarian workers to learn more about the Sphere standards at their own pace and on their own time.
The use of realistic scenarios enables the participant to better understand the Sphere Handbook and its practical application on the ground. Among other topics, the course covers accountability to affected populations, needs assessments, response coordination, impartiality and non-discrimination, keeping populations safe from harm, “building back safer” and looking after oneself as a humanitarian worker.
Find out more here.
Teaching is demanding at the best of times and the future needs of learners is difficult to predict but certainly will bring more complexity to teaching and learning. Teacher trainers must look ahead if they are to prepare the generation of teachers.
|Pre-Service and In-Service Teacher Education and Professional Development Programmes
|Institute of Education, University of London
We recognise that there are real challenges facing teacher education in India and that re- writing and re-working teacher training curricula is only one step in a difficult reform process. For example, we refer at the end of this document to another challenge facing teacher training, that of up-skilling or capacity-building and this clearly requires more than a rewriting or re-working of the curriculum document to which the teacher trainer works. Any teacher-trainer will always find it difficult to meet all the pressures that are placed on them in the delivery of a programme, and further to this, a curriculum is a framework and this requires complex choices to be made by the teacher trainer during delivery.
There is much to praise in the coherence of the vision displayed in the curricula we examined, as there is in the National Curriculum Framework for Teaching Education (National Council for Teacher Education, New Delhi, 2009/2010) and other important government documents. However, we concentrated in this document on missing elements and areas of improvement in the published curriculum frameworks; whilst at the same time being fully aware of many of the strengths of current programmes.
To download the productive practice report, please click here.
To download the Strategic Document Focusing on Published Teacher Training Curricula, please clickhere.