Promoting access to quality, safe, and relevant education for all persons affected by crisis

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Inclusive Education

INEE Wins Innovative Policy Award

19 February 2016

The INEE Minimum Standards for Education: Preparedness, Response, Recovery, together with the INEE Toolkit, was recently recognized as one of 12 “Innovative Policies 2016” at the United Nations Office in Vienna, Austria.

The INEE products were highlighted at the 2016 Zero Project Conference, an international summit on inclusive education and ICTs, attended by more than 500

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Making quality education accessible to children with disabilities

4 December 2015

This post was originally published by the World Bank on 3 December 2015.

 

While the developing world has made strong progress towards universal primary education, the Sustainable Development Goals adopted at the United Nations this September now call for access to quality education for all children by 2030, and opportunities for lifelong learning.

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Les millions d’absents : l’éducation pour les enfants handicapés

28 April 2014

Nous remercions le Partenariat mondial pour l'éducation qui nous autorise a publié ce blog de  Margarita Focas-Licht, publié le 24 avril 2014 sur leur Blog éducation pour tous.

 

En juin 1994, les représentants de 92 gouvernements et 25 organisations internationales se sont réunis à Salamanque, en Espagne pour la Confé

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Using the 2014 Global Campaign for Education to promote inclusive education in emergencies

14 April 2014

An information sheet from the INEE Inclusive Education Task Team  (download this document in PDF or Word)

Every year the Global Campaign for Education (GCE) draws attention to the Education for All goals through a thematic campaign.

In 2014, GCE’s theme is disability and inclusive education.

The aim is

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Inclusive education in emergencies: Call for case studies

14 April 2014

From the INEE Inclusive Education Task Team  (download this call in PDF or Word)

  1. Why are we looking for case studies?

The 2014 Global Campaign for Education focuses on disability and inclusive education. The campaign materials do not say much about emergency, conflict and fragile contexts, but nevertheless the year-long campaign offers us an opportunity to

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Making Quality Education Accessible to Children with Disabilities

1 July 2013

by Brittney Davidson and Tzvetomira Laub, INEE Secretariat.

Less than one thousand days remain before the target date for completion of the UN’s eight Millennium Development Goals (MDGs).  Certainly, the pursuit of MDG 2, the hope for truly inclusive education for all, has increased primary enrollment rates and targeted some of the world’

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The Digital Hope Project - Using Technology to Enhance Skills and Create Jobs

5 June 2013

by Andrew B. Greene Jr, Founder and CEO of B-Gifted Foundation 

The Digital Hope Project of the B-Gifted Foundation of Sierra Leone was selected and recognized as one of the best Digital Ideas and Digital Talent at ITU Telecom World 2011. The 'Digital Hope' initiative received an investment from the ITU.  As a winning idea,

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Coup de projecteur sur une ressource de l’INEE

16 May 2013

Guide de poche de l’INEE sur l’appui aux apprenants handicapés Par Aimé Kouman Stagiaire pour la communauté de langue francaise

 

Tous les enfants devraient avoir un égal accès à l’éducation, et ce, même en période

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Basic Education on the Global Stage This Week

16 April 2013

by Alice Albright, Chief Executive Officer at the Global Partnership for Education To view the original post, click here.

Events at World Bank, White House set the stage for action to get all kids in school

 

This is a critical week for international basic education and for getting kids in school and learning.

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Education in Emergencies: Resources for Supporting ECD and Learners with Disabilities

19 March 2013

By Tzvetomira Laub, INEE Coordinator for Minimum Standards and Network Tools All children and young people must enjoy quality, relevant and safe education: this is a human right and it does apply in emergencies. Very young children and those with disabilities have special needs that should be addressed in order to ensure that they are not only accessing education

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