thumb 219Source : Enabling Education Network (EENET)

This is a selection of news items that concern aspects of InclusiveEducation. They are meant as a very small window on how inclusion is being talked about in different countries. We do not necessarily agree with the content of these stories but it is useful to engage with how inclusion is advocated for, or in some cases, against. At the very least we hope that they are the basis for discussion about how we can make inclusion possible. A look at the two sides of the “Inclusive Education Coin”

📌 * NEW Posters * EENET Inclusive Home Learning

📌 EENET Home learning posters – printed copies now available

📌 Two new documents looking at education during Covid-19 and the challenges of returning to school

📌 [Webinar] Inclusive Early Childhood Education in Middle and Low-income Contexts [webinar recording and presentations are accessible]

📌 Fostering an Inclusive Classroom

📌 Special education students are not just falling behind — they’re losing key skills, parents say

📌Can the Covid-19 pandemic boost inclusive education?

📌 Pakistan is Using Innovative Approaches for Inclusive Education: GEM Report 2020

📌Mainstreaming Inclusive Education In South Africa

📌Safe and continued learning should be an integral part of the global response to the COVID -19 pandemic

thumb 216Source : SAIDE

In 2017, Saide was awarded the tender by the South African Department of Basic Education (DBE) to develop the practice-based, learning programme course materials for the Advanced Diploma in School Leadership and Management.

Saide’s Maryla Bialobrzeska reports on the overall approach that informed the design and the development of the programme course materials and provides a brief overview of the planned implementation process.

The Advanced Diploma in School Leadership and Management (represents a new and exciting national initiative in the professional development of practising and aspirant school principals.

thumb 214Source : ADEA

A part of the Mastercard Foundation’s report on Secondary Education in Africa: Preparing Youth for the Future of Work

To better understand the thoughts, experiences, and concerns of Africa’s youth when it comes to secondary education, it is critical to listen to the voices of young people themselves. Their perspectives are notably absent from many policy discussions on secondary education. To rethink secondary education to meet the needs of young people entering the labour force, it is critical that their experiences and needs be heard.

unesco 128Source : UNESCO

Since COVID-19 burst onto the world stage, headlines have mounted about the millions of children suddenly out of school due to the closures during countries’ lockdowns. Lessons from earlier school closures, such as the Ebola crisis in West Africa, tell us that the most marginalised children may be left behind. The 2020 Global Education Monitoring Report also sounds the alarm, warning that educational opportunities continue to be unequally distributed, leaving the most marginalised children at higher risk of further exclusion because of COVID-19-related school closures. That begs the question – what about the 1 in 5 children who were previously out of school or those in school but on the margins, at a high risk of dropout before the COVID-19 pandemic struck?

Read the article

thumb 206Source : UNESCO

In line with its mandate, the 2020 GEM Report assesses progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, as well as other related education targets in the SDG agenda. The Report also addresses inclusion in education, drawing attention to all those excluded from education, because of background or ability. The Report is motivated by the explicit reference to inclusion in the 2015 Incheon Declaration, and the call to ensure an inclusive and equitable quality education in the formulation of SDG 4, the global goal for education. It reminds us that, no matter what argument may be built to the contrary, we have a moral imperative to ensure every child has a right to an appropriate education of high quality.

The Report also explores the challenges holding us back from achieving this vision and demonstrates concrete policy examples from countries managing to tackle them with success. These include differing understandings of the word inclusion, lack of teacher support, absence of data on those excluded from education, inappropriate infrastructure, persistence of parallel systems and special schools, lack of political will and community support, untargeted finance, uncoordinated governance, multiple but inconsistent laws, and policies that are not being followed through.

Read more on UNESCO's website



thumb 204Source : Papapositive

Les punitions ne responsabilisent pas. Elles ne sont pas le moteur d’un changement de comportement. Elles enseignent surtout la peur d’être pris, l’excitation du défi, la défiance envers l’adulte.

Nous pouvons faire le choix d'opter pour l’empathie en cherchant la source du comportement de l’enfant grâce à ces questions :

Elle/Il s’ennuie ? Il a besoin de jouer/ de bouger ? Un évènement la/le perturbe ?
Ai-je été disponible aujourd’hui ? Combien de temps exclusif lui ai-je accordé ? L’ai-je pris.e dans mes bras ?
Et son autre parent ? Lui manque-t-il ?
À quel niveau est son stress ?
Suis-je moi-même stressé.e par quelque chose ?
A-t-elle/il vu ses copains/copines ?

Lire l'article sur le site Papapositive


unesco 128Source : UNESCO

Thursday, 23 July 2020, 09:00-12:00 (GMT)
09:00 a.m. (Dakar Time) / 10:00 a.m. (Abuja & Yaounde Time) / 11:00 a.m. (Paris Time)

The regional launch will be hosted on the platform of Zoom.

The 2020 Report Inclusion and education: All means all, addresses inclusion in education, drawing attention to all those excluded because of gender, displacement, migration, ethnicity, language, poverty, disability or other characteristics. The Report is motivated by the explicit reference to inclusion in the 2015 Incheon Declaration, and the call to ensure an inclusive and equitable quality education in the formulation of SDG 4, the global goal for education. It reminds us that, no matter what argument may be built to the contrary, we have a moral imperative to ensure every child has a right to an appropriate education of high quality.

During the launch, key findings and policy recommendations from the 2020 GEM Report on inclusion and education will be presented. Also, with a special focus on West and Central African region, pressing issues on inclusive education and related experiences will be discussed and shared by minister(s) of education, key education stakeholders and civil society in the region.

The Global Education Monitoring Report is mandated by the international community to monitor progress in education within the framework of the Global Education 2030 Agenda. Sustainable Development Goal 4 stipulates: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. SDG 4 has seven targets and three implementation mechanisms and encompasses all levels of education.

Click here to register in advance.


thumb 195Source : Global Education Monitoring (GEM)

Posted on 8 July 2020 by GEM Report :

Tomorrow, the GEM Report, the Teachers Task Force at UNESCO and Education International are co-hosting an event on teachers and teaching for inclusion. Inclusion cannot be realized unless teachers are agents of change, with values, knowledge and attitudes that permit every student to succeed. Below are some of the core points to have come out of the 2020 GEM Report on teaching for inclusion that will be the focus of the event.

Inclusive teaching adapts to student strengths and needs. It requires teachers to be able to recognise the experiences and abilities of every student and to be open to diversity. They need to be aware that all students learn by connecting classroom with life experiences, and thus embed new ideas and skills in problem-solving activities. While many teacher education and professional learning opportunities are designed accordingly, entrenched views of some students as deficient, unable to learn or incapable mean that teachers sometimes struggle to see that each student’s learning capacity is open-ended.(....)

Read the full article

ADEA logoSource : ADEA

The Association for the Development of Education in Africa (ADEA) in collaboration with the African Development Bank Group (AfDB) is pleased to invite you to participate in a Virtual Forum to present the ADEA Country Status Report titled “Impact of COVID-19 on Africa’s Education: Reflecting on Promising Interventions and Challenges, towards a New Normal​”, to be held on Thursday 16th July 2020, from 12:00p.m to 2:15p.m (GMT) via Zoom.

African governments made urgent nation-wide decrees and decisions, among them the closure of all public and private schools and learning institutions following the emergence of the COVID-19 pandemic, as part of the global response to this crisis. Most African countries deployed a multi-approach strategy, including the use of radio and television broadcasts as well as printed resources and digital tools to ensure that learning continues with minimum disruption despite the shutdown of schools and learning institutions.

ADEA undertook two rapid mapping assessments between March and June 2020, of the status of learning in African countries amid the COVID-19 pandemic to provide better support to Ministries of Education as well as facilitate peer learning between countries. The status report from twelve African countries highlighted some working strategies and best practices, and at the same time exposed gaps that exacerbate exclusion and inequalities in remote education.

In view of the evolving situation and considering that some countries have reopened or are planning to reopen schools and learning institutions, ADEA will use this virtual forum to inform the participants on the latest efforts and strategies adopted by African Ministries of Education and areas that have not been addressed adequately. The forum will also provide an opportunity for key education stakeholders to share their views and experiences in paving the way to the “new normal”.

For more information on the topic, we invite you to visit the ADEA website and read the previous full ADEA report published in April 2020.

Further details on the event will follow shortly. Please note that participation is open to everyone.



thumb 186Source : Dyslexia and Literacy International

1 – ‘Supporting children with difficulties in reading and writing’

This course is for teachers to learn why some children have so much difficulty with reading and writing, often called ‘dyslexia’, and to learn more about best practice in teaching literacy to all in light of recent scientific discoveries.

2 – ‘Basics for teachers: Dyslexia – How to identify it and What to do’

This course was first presented at UNESCO in 2010 in French and English. Initially designed specifically to address dyslexia in the classroom, it is recognized by experts as a leading programme for teaching literacy to learners of all abilities.

See on Dyslexia and Literacy International website

These courses are under CC licence BY-NC-SA


logo 1951Source : Apréli@

In addition to the booklet Leading the school development plan, three new booklets are henceforth available :

Transforming teaching-learning process :

  • Leading teachers’ professional development
  • Supporting teachers to raise performance
  • Accompanying teachers : coaching and mentoring.

See on Apréli@ website

See also : From India to Sub Saharan Africa: supporting school leaders in transforming their schools into Extended Professional Learning Community (EPLC)

logo projet etablissementSource : Apréli@

The PartaTESSA-Apréli@ booklet Leading the School Development Plan is a free educational resource (OER) developed by a group of teacher educators to support school leaders who accompany their staff’s Professional Learning and Development (LPD) within their institution with a view of enhancing the conditions and quality of learning in the school. It also draws on the work carried out by TESSA and Apréli@ in French-speaking Sub-Saharan Africa, separately or jointly, as well as the resources resulting from this work.

See on Apréli@ website

See also : From India to Sub Saharan Africa: supporting school leaders in transforming their schools into Extended Professional Learning Community (EPLC)


TESS INDIA LogoSource : TESS-India

The TESS-India School Leadership OER are designed to help school leaders develop their understanding and skills to improve the teaching and learning in their school. The OER are practical and include activities and reflections that should be carried out in school with staff, students and others. They are based on research and academic study of effective schools.

There is no prescribed order for studying the OER, but The elementary school leader as enabler or The secondary school leader as enabler (depending on which level of school you are a leader of) are the best place to start, as they provide background and orientation for the whole set. You will also find the OER on Leading improvements in teaching and learning in the elementary (or secondary) school provide an excellent guide as to how to introduce and use the teacher OER in your school to enable more student centred, participative practice.

TESS INDIA LogoTESS-India (Teacher Education through School-based Support in India) is a multi-award-winning initiative that aims to strengthen and transform professional development and classroom practice in India. The programme provides an innovative, practical and scalable approach to pre- and in-service teacher education, with an emphasis on inclusive, participatory child-centred pedagogy.

At the centre of TESS-India is a toolkit of almost 200 freely available Open Education Resources (OER) in multiple languages. These TESS-India OER comprise of teacher development and school leadership units, professionally filmed videos of classroom teaching, and principles of practice. They are the product of a collaboration between more than 200 Indian and UK educational experts, led by The Open University UK, in partnership with the Government of India’s Ministry of Human Resource Development and with support of the British Council and Save the Children India.

You are free to use, adapt to your context and needs and re-use this material as long as you credit this source appropriately (stating the title of the OER and web page url) and license any reversioned material under the same CC-BY-SA license.

TESS-India website

Using and adapting OER to support teaching and learning


thumb 157Source : Apréli@

L’étude de cas présentée Section 2 décrit comment une formatrice d’enseignant.e.s aborde le sujet de « la sociologie de l’éducation » à l’aide du travail de groupes. Tout d’abord, elle s’assure que chaque groupe devienne expert dans un domaine, puis réorganise les groupes afin qu’ils puissent partager leur expertise.

Vous pourriez utiliser cette approche avec un groupe d’enseignant.e.s en formation (initiale ou continue) en leur donnant la possibilité d’examiner une banque de REL en profondeur dans un groupe, et ensuite de partager leurs découvertes avec les collègues d’autres groupes. Elles/Ils deviendraient ainsi tous « expert.e.s » sur une banque de REL, mais apprendraient à en connaître d’autres par le partage avec leurs collègues.

Lire l'article complet sur Apréli@

thumb 157Source : On line open course TESSA Making teacher education relevant for 21st century Africa

The case study in Section 2 described how a teacher educator tackled the topic of ‘the sociology of education’ using groups. First, she ensured each group became expert in one area and then she re-organised the groups so that they could share information.

You could use this approach with a group of teacher learners by giving them the opportunity to review an OER website in depth, and then share their review with others. They would all become ‘experts’ on one website, but would learn about others from their colleagues.

thumb 157Source : On line open course TESSA Making teacher education relevant for 21st century Africa

Finding OER that are useful to you can be difficult. It is helpful to have some criteria to help you decide whether an OER is likely to help you.

You will need to consider the view of learning that informs the OER and whether this is in line with the shifts in the teaching and learning processes that you want to support.

thumb 155Source : Apréli@-PartaTESSA booklet for school heads School LeadershipTransforming teaching-learning process: leading the use of ICTs in your school, pages 11-12. It is part of a set of five booklets for school leaders.

Case Study 2: Using a laptop and a projector

English teacher, Mr Pepple, explains how he uses his laptop in school and gets access to the internet to download resources and information :

"My laptop is my most treasured possession! I use it all the time. I can connect to the internet at my friend’s house and download materials that I can use in school. Sometimes when there are connection problems I go to a hotel in the town centre and pay for internet access for an hour.

thumb 146Source : UNESCO Bangkok


Published by UNESCO Bangkok, this publication set is a series of five guides designed for anyone who wants to do advocacy to bring about improvements in pre-service teacher education towards more inclusive education. They discuss challenges and barriers to inclusive education in different areas of teacher education and outline ideas for advocates to consider and adapt according to their specific contexts for effective advocacy towards more inclusive practices.


thumb 145Models of support for educators moving online

ACDE (African Council for Distance Education), OU (Open University), IET (Institute of Educational Technology) and TESSA (Teacher Education in Sub-Saharan Africa) have teamed up to bring you Pathways for learning: Models of support for educators moving online.

• The pandemic has accelerated the need to provide good quality online teaching in a very short time.
• There are a range of online courses and free materials available to teachers to help them obtain the skills to move their curriculum online. However, there is a lack of understanding of how these courses and activities can be curated, personalised, or delivered in a supported way to help educators achieve meaningful learning outcomes.

Two ‘pathways for learning’ are offered, to support educators moving to more teaching and learning at a distance and online:
Pathway 1: ‘Making teacher education relevant for 21st Century Africa’
For all heads of education faculties and departments, education lecturers and teacher educators.

Pathway 2: ‘How to take your teaching online’
For all head of faculties and departments, university lecturers, educators and staff who support online teaching.


Our inclusive writing manual is based on an array of previously published resources, especially the Practical guide for public communication without gender stereotypes, published by the Haut Conseil à l’Égalité entre les Femmes et les Hommes (High Gender Equality Council¹ ).

Public institutions or organizations may support our project by signing the convention for public communication without gender stereotypes proposed by the HCE..

See the manual


Inclusive Education