From INEE newsletter
Transitional Learning Spaces – New Compendium
Natural disasters and conflict are known obstacles to education. In areas recovering from disaster, education interventions are considered key to “building back better.”
To that goal, UNICEF just launched a new compendium – Transitional learning spaces (TLS): Resilient design and construction in emergencies 2013 – geared towards practitioners in the field rebuilding learning environments especially after emergencies.
Building on the 2011 compendium, which focuses on general design principles, construction materials and modalities, the 2013 edition provides new case studies and lessons learned to build safer and more resilient child-friendly learning environments.
Please read the blog post by Carlos Vasquez, architect and child-friendly school designer at UNICEF.
INEE has not only been active in Education in Emergencies but has produced some excellent materials that can be applied more broadly, such as in Inclusive Education. We could also say that many individuals find themselves excluded thus making an ’emergency ‘case for themselves!
Some examples of recent publications:
Thematic Issue Brief: Inclusive Education
This brief summarizes the mainstreaming of inclusive education in the INEE Minimum Standards Handbook. The brief defines inclusive education as a means to ensure the presence, participation and achievement of all learners in learning opportunities. It discussed inclusive education as a thematic issue and addresses inclusive education in the INEE Minimum Standards. Additional guidance is offered for data collection and monitoring and advocacy for implementation, partnerships and resource mobilization.
For additional resources regarding inclusive education, click here
EiE Training Module 15: Inclusive Education
This EiE harmonized training package combines training materials from the original INEE Minimum Standards, IIEP and the Front Line Responders training packages.
The materials include a PowerPoint presentation and Facilitator Guide. Learning objectives for this training module are as follows: (1) Understand the basic principles underpinning inclusive education; and (2) Understand about barriers to inclusion, and how we can identify them and begin to address them.
For more information, please contact email@example.com.
and from EENET
Enabling Education Review: Issue 2, December 2013
The latest edition of EENET’s annual publication focuses on inclusive education and disability. The topic coincides with the focus of the 2014 Global Campaign for Education. The Review provides a selection of easy-to-read, short articles illustrating interventions to support inclusion for learners with disabilities, mostly in resource-poor and challenging contexts. The articles are from a wide range of countries, and include an interesting case study about involving people with disabilities in teacher training in Iraq.
The Review also contains a pull-out poster summarising five key strategies for supporting teacher education to address inclusion issues more comprehensively:
The Review is available online, and in printed format from EENET. Translations into Arabic, French, Spanish and Swahili will also be available online soon.