JOB POST: Capacity Builder, Intellectual Disabilities, Bolivia (Texto en ingles y español)

Posted on 11 May 2009. Filed under: Announcements, Capacity Building and Leadership, Children, Cognitive Impairments, Education, Families, Jobs & Internships, Latin America & Caribbean, Opportunities | Tags: , , , , , , , , , , , , , , |

Texto en español

Capacity Builder in Intellectual Disabilities-Ricerca y Cooperazione, El Alto, Bolivia.

Ricerca y Cooperazione (RC) is an Italian based NGO, with an established development programme in Bolivia, mainly in the area of education for children and youth. Recognising the need for greater inclusion of disabled children in mainstream education, it is implementing an EU funded project entitled ‘Social Inclusion and Mutual Respect’, in coordination with the Municipality of El Alto, in order to educate children, teachers, families and authorities on how to incorporate disabled children into the classroom; a concept which is largely overlooked in Boliva.

Your role will be to compliment the small multidisciplinary technical team of the project, (1 specialist in physical disabilities, 1 in sensory, and you in intellectual) in order that all disabilities are represented. The work will include a diagnostic of children with disabilities in El Alto, designing and implementing training workshops to various beneficiaries, production of educational material, and assist in creating an integral centre – which will serve as a resource for families of disabled children, and also an area for activities with disabled and non-disabled youth.

Ideally educated to Masters level, in a discipline related to intellectual disabilities, you should be experienced in designing and facilitating workshops with participatory methods. Preferably with knowledge and experience in Latin America; of the idiosyncrasies of the disability field in a developing country. Good Spanish and a highly flexible working approach.

Applications can be made in English, Spanish or Italian. Follow this link to view or download a full Job Description. Please send completed applications using the format found here to: feliza@isbolivia.org and e.cipollini@ongrc.org

Deadline for applications: Friday 22nd May 2009.

http://isbolivia.org/blog/?page_id=5


Ricerca y Cooperazione (RC) es una ONG italiana, que cuenta con un programa de desarrollo establecido en Bolivia, principalmente en el área de la educación para jóvenes y niños. Reconociendo la necesidad de una mayor inclusión de los niños con discapacidad en la educación transversal, actualmente se encuentra implementando un proyecto financiado por la UE llamado “Inclusión social y respeto mutuo” en coordinación con el municipio de El Alto, a fin de educar a los niños, maestros, familias y autoridades en cómo incorporar a los niños con discapacidad en las aulas; concepto que es pasado por alto en Bolivia.

Su rol será complementar el equipo técnico multidisciplinario del proyecto. (1 especialista en discapacidad física, 1 en discapacidad sensorial y usted en discapacidad intelectual) para que estén representadas todos los tipos de discapacidad. El trabajo incluirá un diagnóstico de los niños con discapacidad en El Alto, diseñando e implementando talleres de capacitación para varios beneficiarios, producción de materiales educativos y asistir en la creación de un centro integral, el cual servirá como recurso para las familias de los niños con discapacidad como también será un área para las actividades de los jóvenes con o sin discapacidad.

Se requiere una formación universitaria a nivel de Maestría en disciplinas relacionadas con la discapacidad intelectual, con experiencia en diseño y facilitación de talleres con métodos participativos. Preferentemente con conocimientos y experiencia en Latinoamérica en relación a las idiosincrasias en el campo de la discapacidad en un país en desarrollo. Buen conocimiento del castellano y un enfoque de trabajo flexible. Para una Descripcion mas Completa, vea abajo (solo en ingles).

Las solicitudes pueden ser realizadas en idioma inglés, castellano o italiano italiano y enviadas a los siguientes correos electrónicos: feliza@isbolivia.org y e.cipollini@ongrc.org utilizando el formulario encontrado en la siguiente página Web.

Fecha límite para las solicitudes: Viernes 22 de mayo de 2009.



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SCHOLARSHIP for Tanzanian Students at University of Edinburgh, Scotland

Posted on 31 January 2009. Filed under: Announcements, Education, Education and Training Opportunities, Fellowships & Scholarships, Inclusion, Opportunities, Sub-Saharan Africa Region | Tags: , , , , , , , , , , , , , , , , , , , , , , |

The University in Edinburgh, Scotland, is offering a scholarship for Tanzanian students for the 2009-2010 academic year. Students need to be enrolled at the Masters level. The application deadline is April 1, 2009.

The Julius Nyerere Master’s Scholarship will cover the full overseas tuition fee, living costs of £10,000, and a return flight from Tanzania to the UK. Details are available at http://www.scholarships.ed.ac.uk/postgraduate/internat/nyerere.htm

You can find details of Masters level education courses at http://www.ed.ac.uk/studying/postgraduate/finder/subjectarea.php?taught=Y&sid=14
Some examples include a program in deaf education; a program in inclusive and special education; a program in working with learners with visual impairments; a program in working with learners with specific learning difficulties; and many more.

Please send any queries direct to scholarships@ed.ac.uk



I learned about this scholarship opportunity via the EENET_Eastern_Africa email discussion group. This mailing list, which focuses on inclusive education in Eastern Africa, can be subscribed to for free.

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CALL FOR PAPERS: Life-Long Learning

Posted on 28 January 2009. Filed under: Academic Papers and Research, Announcements, Call for Papers, Children, Education, Opportunities | Tags: , , , , , , , , , , , , , , |

Enabling Education Network (EENET) is looking for articles for the 2009 issue of its newsletter “Enabling Education”. (First draft and article ideas should be submitted by January 30, 2009.) The theme of the newsletter is life-long learning. If you could write an article about your experiences of inclusive education in relation to informal, non-formal, alternative, pre-school, vocational or higher education, EENET would love to hear from you.

EENET’s goal with the 2009 newsletter is to publish an entire newsletter that contains no articles that look purely at formal primary and secondary education. They hope you can help them achieve this! If you are not an experienced writer, don’t worry. Send EENET your ideas and they will try to help you to develop these ideas into an article. You may also find it helpful to look at some previous newsletter articles when you are developing ideas for your own article. If you don’t already have copies of “Enabling Education”, please look at the EENET newsletters on their website (click on the highlighted text in this sentence to follow the link).

EENET really encourages you to send them articles that have been researched/written by, or in collaboration with, children and young people. EENET also always welcome articles that make use of drawings, photos, etc.

Number of words: articles should be about 600 words long.

Deadline: first drafts or article ideas should be sent to us by
30th January 2009.

More details are available at: http://www.eenet.org.uk/events/call_for_articles_eenet_newsletter_2009.shtml

Or email: info@eenet.org.uk



I learned about this call for papers via EENET’s Facebook page. The text is copied from their original announcement and also from their more detailed call for articles. Inquiries and submissions should please be directed to EENET, NOT We Can Do.

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JOB POST: Project Manager Inclusive Education Bac Kan province, Vietnam, Handicap International

Posted on 21 November 2008. Filed under: Announcements, Children, Cross-Disability, East Asia Pacific Region, Education, Inclusion, Jobs & Internships, Opportunities | Tags: , , , , , , , , , , , , , , , |

Handicap International IS LOOKING FOR Project Manager Inclusive Education in Bac Kan province, Vietnam.
Posting date: 1st February 2009 Length of the assignment : 2 years
Closing date for application : 21/12/2008 (December 21, 2008)

Handicap International is an international organisation specialised in the field of disability. Non-governmental, non-religious, non-political and non-profit-making, it works alongside people with disabilities, whatever the context, in response to humanitarian crises and the effects of extreme poverty. Handicap International implements programmes of assistance to persons and local organisations, inclusion programmes and programmes focusing on the fight against the main causes of disability. It runs projects in almost 60 countries, with the support of a network of 8 national associations ( Germany, Belgium, Canada, United-States, Luxembourg, United Kingdom and Switzerland)

The organisation employs almost 3300 people worldwide, 330 of whom work in France and in its European and North American sections.

For more details on the association: http://www.handicap-international.fr/en/s/index.html

JOB CONTEXT :

Unified from 1975 after 40 years of conflict, Vietnam entered into the Doi Moi process on economy and politics in the mid 80’s to open the country to liberalism. With economic growth rate of more than 8% in 2007, the country is now becoming one of the new Asian Dragons. This development creates a gap between rich areas mainly located in the lowlands and urban areas and remote mountainous regions where people remain poor, despite a 50% fall in poverty over the last 10 years.

The country is very stable with a government ruled by one legal political party. All institutional levels have People Committee representatives from the State to the villages. With around 85 millions inhabitants, Vietnam is highly populated for a territory of 331,000 km2. 54 ethnic groups co-exist in this area; the Kinh (Vietnamese themselves) constitute a majority of 85% and are dispersed nationwide. All other population groups are ethnic minorities mainly located in mountainous provinces.

JOB DESCRIPTION :

The objective aims to implement the Inclusive Education National Plan in Bac Kan province. The project has been designed and submitted as a consortium between Handicap international France and Save the Children Sweden. The project will be implementing with others external partners specialized or working in education domain.

Challenges and goals:

The Project Manager will ensure the effective implementation of the project “Rights-Based Inclusive Education Access for Children with Disability in Bac Kan province, Vietnam” in line with programme and project requirements. The post holder must support and promote the core values and interests of HI. The Project Manager will work under the supervision of the Programme Director based in Hanoi and will manage one to two project assistants, and up to two field staff (to be recruited).

_Activities_ :

/_Manage the project_/:

– To manage the following project areas: implementation of activities, human resources (field staff), finance and communications. To coordinate with partners strategies on Inclusive Education;

– Determine the methodology to be used in the project appropriate to the Vietnamese understanding of inclusion of disabled children in education

– Support the implementation of activities by partners and consultants, to implement an education policy which takes into account disabled children,

– Write the project narrative reports and participate in financial reports,

– Co-ordinate between all the project’s internal and external stakeholders;

– Prepare and participate in the evaluation phases and implement any pertinent recommendations;

– Provide initiatives to develop the project in the relation to the HI Vietnam’s pluri-annual strategy and participate technically in fundraising.

/_Manage the project and site team:_/

– Draw-up job profiles, validate recruitments an individual action plans for each team member

– Train the team in methods, approaches (participative methods, partnership…) or technical aspects (Inclusive Education, Specialized Education, identification and assessment of disabled children); Ensure effective communication within the HI team in Hanoi and other sites.

/_ Assure the project’s technical framework and its representation_/:

– Ensure that the project is implemented in line with Handicap International’s Inclusive Education policy and the Vietnamese education sector plan. /__/

/_Contribute towards the capitalization of experience:_/

– Identify with the Technical Adviser, which issues or subject areas should be capitalized,

– Define a method for collecting good practice with the Technical Adviser

CANDIDATE PROFILE:

_Mandatory:_

– Degree in a relevant discipline ; Education, development or disability (equal to BAC + 4 in France)

– Strong management skills. At least 5 years experiences in his/her field or in project management.

– Sound knowledge of Monitoring and Evaluation techniques and methodology

– Ability to work in partnership with national and local actors

– Experience of working within a multi-cultural environment

– English is essential as all project documentation and reporting systems are in English

_Qualities required_: Group leadership, initiative, creativity, diplomacy, interpersonal skills. Written and oral expression, decision making, good team work skills, strong autonomy.

_Complementary_:

– _Field of studies:_ special Education (Inclusive education, social work…)

– Experience of working in remote area, experience in INGO, experience in Asian context.

REQUIRED LANGUAGE SKILLS: English mandatory both written and oral, French would be an asset.

JOB ENVIRONMENT : The Project Manager will travel to Hanoi once a month to attend a monthly internal HI meeting in order to monitor and share his project with the Hanoi office and the Quang Tri site (HIV/AIDS project).//

EMPLOYMENT CONDITIONS :

_Volunteer :_ 750 or 850 Euros monthly indemnity + living allowance paid on the field + accommodation + 100% medical cover + repatriation insurance

_Salary :_ 2000 to 2300 + 457 Euros expatriation allowance + 100% medical cover + repatriation insurance « + family policy »

Please send resume and covering letter with the above reference to : FPINSERCPEducVietnam1108

HANDICAP INTERNATIONAL – 14, avenue Berthelot – 69361 LYON CEDEX 07

Or by Email : recrut11@handicap-international.org

Please do not telephone

Candidates from Canada or the United States, and nationals of these countries, should send their application to the following address :

HANDICAP INTERNATIONAL CANADA
1819 Boulevard René Lévesque, bureau 401 – MONTRÉAL, QUÉBEC – H3H 2P5

Or by email : jobs@handicap-international.ca
or fax : 514-937-6685

Please do not telephone



This announcement was previously circulated via the Intl-Dev mailing list; the Global Partnership for Disability and Development mailing list; and other sources.

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UNESCO Flagship to Promote Education Access for Disabled Children

Posted on 12 November 2008. Filed under: Children, Education, Inclusion, Resources | Tags: , , , , , , , , , , |

The United Nations Educational, Scientific and Cultural Organization (UNESCO) has created a Flagship devoted to improving the reach and quality of inclusive education for students with disabilities in developing countries. As many as 90 percent of children with disabilities in developing countries are denied the opportunity to obtain an education. The Flagship program works in partnership with other United Nations agencies, international and national disability organizations, and donors. It promotes the need for policy makers and Non-Governmental Organizations (NGOs) to work in partnership with organizations of, or representing, people with disabilities and their families. The Flagship also promotes the inclusion of education rights for people with disabilities in National Education Plans.

Read more about the Flagship at
http://www.unesco.org/education/efa/know_sharing/flagship_initiatives/disability_last_version.shtml

Read more about inclusive education at
http://portal.unesco.org/education/en/ev.php-URL_ID=56205&URL_DO=DO_TOPIC&URL_SECTION=201.html

Download a brochure on the Flagship program (PDF format, 432 Kb) at
http://www.unesco.org/education/efa/know_sharing/flagship_initiatives/depliant_flagship.pdf

People who are interested in promoting educational opportunities for people with disabilities in developing countries will also want to explore the web site for the Enabling Education Network (EENET), an information-sharing resource on inclusive education.

If you have a specific interest in Eastern Africa, then you might wish to learn about an on-line discussion group on inclusive education in Eastern Africa. Select the category education from the pull-down menu under “Categories” to see more We Can Do posts related to education for people with disabilities.



I first learned of the Flagship via the mailing list for the Centre for Services and Information on Disability.

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RESOURCE: Young People Share Views on Inclusive Education

Posted on 24 September 2008. Filed under: Announcements, Children, Cross-Disability, Education, Inclusion, Reports, Resources, Sub-Saharan Africa Region, youth | Tags: , , , , , , , , , |

A new publication is available from the Enabling Education Network (EENET). It is called “Young Voices: Young people’s views of inclusive education” (PDF format, 905 Kb).
 
This easy-to-read A5 booklet contains photographs and drawings taken by disabled and non-disabled students in Uganda and Tanzania, along with quotes from them about what they think makes a school inclusive. The booklet also summarizes some of the important ideas raised by the students. For example, it points out that many children say that the attitudes of teachers and the encouragement of parents are important to helping them feel included.
 
The booklet was published/funded by the Atlas Allliance (Norway), with the participatory work and book production being handled by EENET.
 
A Kiswahili version and a Braille version will be available before the end of 2008. There is also a short DVD (approx 15 minutes) which accompanies the booklet. Copies will be available from EENET in mid-September.
 
EENET hopes that this booklet/DVD will be useful for advocacy and awareness raising around both inclusive education and the importance of listening to children’s opinions. Please in future send EENET any feedback you have about the booklet/DVD, or how you have used it.
 
The booklet can be downloaded from the EENET website in PDF format (905 Kb):

http://www.eenet.org.uk/downloads/Young%20Voices.pdf

People who need a print copy or the accompanying DVD mailed to them can contact EENET directly and give them their mailing address. People who will want the Braille version or the Kiswahili version when they become available also should contact EENET directly. People may either email info@eenet.org.uk or ingridlewis@eenet.org.uk



This announcement is modified from the text of an email circulated by Ingrid Lewis at EENET on the EENET Eastern Africa email discussion group. EENET Eastern Africa discussions focuses on issues related to inclusive education in the Eastern Africa region and can be joined for free.

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JOB POST: Inclusive Education Adviser, Kati, Mali: Intellectually disabled children

Posted on 5 September 2008. Filed under: Announcements, Call for Nominations or Applications, Children, Cognitive Impairments, Education, Inclusion, Jobs & Internships, Opportunities, Sub-Saharan Africa Region | Tags: , , , , |

Inclusive education adviser, with a focus on intellectually disabled children
Institut d’Education Populaire (IEP), Kati, Mali

IEP is a collective of community educators working to develop alternative approaches in curriculum, methodology and materials for grassroots education in Mali. Long before inclusive education became official government policy in Mali, IEP’s CIWARA Community School was including disabled children in classes. At a social level, disabled children have become very well integrated, but at an academic level, progress has been very limited: none of the teachers has training related to the needs of disabled children, the government lacks the resources to provide education for all, and IEP is now looking for support in developing teaching, animation, support and evaluation in inclusive schools like CIWARA. Based in Kati (15km from Bamako) and working closely with a small team, you will provide an input in developing curriculum and methodology, provide training to staff members, establish a monitoring and follow-up system, and develop a training module for the programme of teacher training colleges. IEP is looking for someone with specialist expertise (qualifications/experience) related to understanding the needs and capabilities of mentally disabled children in inclusive environments; classroom teaching experience is also essential, together with the capacity to develop materials, a highly flexible, creative and sensitive approach, and a good knowledge of French. (REF: MAL/34)

How to apply: Further details (job description, application form) are available from www.internationalservice.org.uk or from Stella Hobbs, Recruitment Coordinator, shobbs@internationalservice.org.uk.

Download the full job description for this post in Word format at
http://www.internationalservice.org.uk/jobs/pages/job_descrip_word/jobs_01_09_08/IEP_inclusive_education_adviser.doc

A full listing of job vacancies with International Service is available at

http://www.internationalservice.org.uk/jobs/pages/jobs_current_new.htm



Thank you to Stella Hobbs for submitting this job post to We Can Do.

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RESOURCE: Making Schools Inclusive: How Change Can Happen

Posted on 10 July 2008. Filed under: Case Studies, Children, Cross-Disability, Deaf, East Asia Pacific Region, Eastern Europe and Central Asia, Education, Inclusion, Middle East and North Africa, Resources, South Asian Region, Sub-Saharan Africa Region | Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , |

Less than a decade ago, more than 100 million primary-school aged children still had never entered a classroom. Today, that number has dropped below 80 million, even though the world’s population has grown in that time. Clearly progress has been made. But children with disabilities are being left behind: one-third of the world’s children out of school are disabled. Many of the rest are excluded for other reasons that pose their own set of challenges: some are left behind because they are girls; or because they don’t speak the dominant language of their country; or because they experience discrimination on the basis of their ethnicity.

How can Disabled People’s Organizations (DPOs) and other Non-Governmental Organizations (NGOs) help schools in their country be more inclusive of students who have commonly been excluded? Save the Children UK has released a new report that offers guidance: “Making Schools Inclusive: How Change Can Happen: Save the Children’s Experience” (PDF format, 4.14 Mb). This report describes successful projects, and the lessons learned, from countries as diverse as Vietnam, Kyrgyzstan, Peru, Bangladesh, China, Somalia, Brazil, Western Balkans, Mongolia, Nepal, Tajikistan, Serbia, India, and Morocco. Children with disabilities are targeted for many of these projects.

The report begins by describing both the conditions that prevent inclusive education and the conditions that can help make it possible. It also analyzes projects that have made it possible for linguistic minority students–and Deaf students–to obtain a bilingual education. Teacher training programs have helped encourage teachers to create more inclusive classrooms for children with disabilities and other students who have historically been excluded. Several countries have used Community-based Education Management Information Systems (C-EMIS) to draw upon the knowledge and motivation of local community members in making education more inclusive. Each chapter ends by discussing what lessons other communities in other countries may find helpful in implementing their own projects.

Advocates who tire of hearing governments complain there isn’t enough money will especially wish to read the 6th chapter on “Addressing financial barriers to inclusive education.” Funding issues are also discussed briefly throughout earlier chapters of Making Schools Inclusive (PDF format, 4.14 Mb).

The 8th chapter points readers to further materials and resources that may be helpful to them in advocating for more inclusive education in their countries.

The full 64-page report can be downloaded in PDF format (4.14 Mb) at http://www.eenet.org.uk/downloads/Making%20schools%20inclusive%20SCUK.pdf.



We Can Do learned of this report through an announcement posted on the EENET Eastern Africa email discussion group. The discussion group is devoted to issues relating to inclusive education in Eastern Africa.

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JOB POST: Inclusive Education Consultant Tibet Autonomous Region

Posted on 25 June 2008. Filed under: Announcements, Children, Cross-Disability, East Asia Pacific Region, Education, Inclusion, Jobs & Internships, Opportunities, youth | Tags: , , , , , , , , , , , , , |

Application deadline: July 4, 2008. Applications should be sent to hr@handicap-int.org.cn, NOT We Can Do.

TERMS of REFERENCE

Inclusive Education Consultant – Tibet Autonomous Region

1. Background Information
Handicap International (HI) has been operating in the Tibet Autonomous Region since 2000, in cooperation with the Tibet Disabled Persons’ Federation (TDPF) at regional level and the Lhasa, Shigatse and Chamdo Disabled Persons’ Federation at prefecture level. Four different projects have been established in the fields of orthopaedics, physiotherapy, support to deaf people’s association and community-based rehabilitation services (CBR).

The present consultancy will contribute to the CBR project. This project started in 2001, focusing on children and young adults with disabilities under 21 years old in Lhasa Urban District. Eight rehabilitation workers were trained in basic physical rehabilitation and are now well experienced. They follow-up children with disabilities at home, teaching the families with basic rehabilitation, providing counselling, referring the children to appropriate rehabilitation and
medical care services.

School inclusion for children with disabilities remains a major difficulty in the region, even at the level of primary education. While the rehabilitation workers are also in charge of referring the children into mainstream schools, it is done on a case-by-case basis and there is neither close accompaniment of the children in those schools nor adaptation of the school environment and teaching methods within the classrooms. 

During the last 2 years, the CBR project has changed its orientation to address other needs (e.g. access to leisure services) and get more participation and support from governmental bureaus and community members. It has also started acting in rural areas of Lhasa prefecture.
In addition to the rehabilitation workers, the current CBR team working on the project implementation includes an HI project manager, a physiotherapist (partner staff from the TDPF) acting as a team leader, and a representative of the partner at prefecture level (Lhasa Disabled
Persons’ Federation, Lhasa DPF) acting as a coordinator with the different governmental bureaus involved in the action. One person from the civil affairs bureau at County/Urban District level is also supporting the field coordination and monitoring process. When activities are related to education, the person in charge of the education sector at Lhasa DPF and a reference person from the research department of the relevant county/urban district education bureau also join the team.

In 2007, two primary pilot schools have been selected in Lhasa prefecture in collaboration with the regional and municipal education bureaus where to start inclusive education projects including building adaptation and development of child-to-child groups. One of the schools is located in Jia Er Duo, a rural village in Medrogonkha County, the other one being Zangre school in Lhasa Urban District. In September 2007, a seminar on inclusive education has been organized to present the basis of inclusive education concepts. Attendees were teachers from different primary schools as well as staff from education bureaus and Lhasa DPF.

2. Objective of the assignment
By the end of the assignment, the teachers of the two pilot schools will have gained the specific technical skills to better support and follow-up children with disabilities in their schools and start child-to-child support activities. The partners’ staff (Lhasa DPF representing the education sector, staff from research departments within education bureaus, civil affairs representatives, county education bureau representatives) will start monitoring efficiently the
implementation of the activities within the schools.

3. Methodology
First phase:  The first phase will focus on the following topics:

  • Conduct an assessment of the current situation in the pilot schools in terms of existing facilities and resources to analyze their capacity for integration of children with disabilities
  • Develop intervention and training strategies including monitoring and evaluation procedures in close collaboration with the partners. The intervention should consider the involvement of community members acting as volunteers within the school.

Second phase: The second phase will consist in trainings delivery. The trainees will be teachers and managers from the two pilot schools, staff from municipal education bureau, county/urban district education bureau, civil affairs, Lhasa DPF and TDPF. The reference team will consist in one person from Lhasa DPF in charge of education, one person from the research department of county/urban district education bureau, one rehabilitation worker in charge of supervising the social rehabilitation activities of the CBR project, one person from the county civil affairs and one person from each of the two pilot schools.

The trainings will cover, but will not be limited to, the following topics:

  • Identification of children in the schools with learning difficulties
    or in needs of a support
  • How to assess that a child is ready to go to school
  • Setting-up an individual curriculum for each of the child to be
    followed-up (Individual Action Plan)
  • How to organize, carry out and monitor child-to-child support
  • Training for the teachers on how to organize and provide awareness on
    disability for the students
  • Training of the reference team on how to follow-up and monitor the
    implementation (activities and needs analysis)
  • Possibly, if there is no time constraint, training on special teaching skills: Braille, sign language and intellectual disability. This will be organized in collaboration with other organizations (Tibet Deaf Association, Braille without Borders, Lhasa Special Education
    School).

Third phase: The third phase will be organized as follows:

  • Close follow-up of the implementation process with the trainees, implementation of corrective measures
  • Provide refresher training for all the trainees and reference team.

4. Duration
The assignment is expected to be conducted from July 1st to November 30th 2008 as follows:

  • First phase: 1 month
  • Second phase: 2 months
  • Third phase: 2 months
  • Restitution on the mission with key stakeholders (1 day).

5. Expected outputs

  • A first report containing an analysis of the situation and the description of the principles for the development of intervention and training strategies, monitoring and evaluation processes
  • Training handouts for the education professionals
  • Guidelines for the volunteers who can support inclusive activities within the schools
  • End of mission report with recommendations

The reports be submitted in English; handouts and guidelines will be submitted in Chinese.

6. Qualifications

  • University degree, preferably in the field of education or social sciences
  • Experience in working with Chinese governmental departments
  • Experience in working in rural and urban schools in China
  • Good knowledge of existing education policies and strategies for children with disabilities in China
  • Previous experience as a trainer in the field of education
  • Computer literacy (Word, Excel, Power Point)
  • Good English writing skills
  • Chinese national.

7. Submission requests
Handicap International invites experts to express their interest through submission of a current CV and a cover letter in English addressing each of the following:

a. Availability for the period
b. Major experiences in the field of inclusive education
c. Relevant work experience in China from previous
d. Consultancy fee in RMB (rate per day) with a detail on what it covers.

Please send your application at the following E-mail address: hr@handicap-int.org.cn

For more details on the job content, please contact Ms. Kalsang Dickyi at                0891 68 37 899        

Deadline for application: 4th July, 2008



We Can Do received this job posting via the listserve for the RatifyNow organization.

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LISTSERVE: On-line Discussion of Inclusive Education in Eastern Africa

Posted on 24 June 2008. Filed under: Announcements, Children, Cross-Disability, Education, Networking Opportunities, Opportunities, Sub-Saharan Africa Region, youth | Tags: , , , , , , , , , , , |

Dear Colleagues,
 
To support the growing interest in the area of Inclusive Education throughout Eastern Africa, an Eastern Africa Discussion Group was set up to help facilitate discussions, networking and information sharing on this topic.  This discussion group is associated with EENET – The Enabling Education Network, which is a UK based information sharing network which promotes the inclusion of marginalized groups in education world wide.
 
The initial discussion group that was established was inundated with SPAM.  To overcome this problem the discussion group is now utilizing a Yahoo Group for discussion, which is free of SPAM.
 
If you would like to join the Eastern Africa Discussion Group, please send an email to eenet_eastern_africa-owner@yahoogroups.co.uk stating your interest to join the discussion group.   Or you may also join via the web at http://uk.groups.yahoo.com/group/eenet_eastern_africa/

If you join and decide later you do not want to be a part of the group any longer, you can unsubscribe at any time.
 
If you know any one else who you think might be interested in joining this group, please pass this message to them so as they have the information necessary to join.
 
Kind Regards,
 
Dimity Taylor
Coordinator
EENET Eastern Africa



Thank you to Dimity Taylor for submitting this announcement to We Can Do.

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EENET Recruiting Steering Group Members to Promote Inclusive Education

Posted on 10 June 2008. Filed under: Call for Nominations or Applications, Children, Cross-Disability, Education, Inclusion, Opportunities, Volunteer Opportunities, youth | Tags: , , , , , , , , , , , , , , , |

Please note that applications should be directed to EENET, not to We Can Do; read carefully for links, email address, and instructions. The deadline is June 24, 2008.

EENET steering group: user group representatives

Background to EENET’s Steering Group
The Enabling Education Network (EENET) is a global information network that helps education practitioners and stakeholders to document and share their experiences of inclusive, child-friendly education. The network prioritises the information needs of southern countries. It aims to reach those who are often excluded from other international information systems or debates, or who cannot afford to buy information resources. EENET’s users include local and international Non-Government Organizations (NGOs), teachers, parents, students, government officials, academics, etc.

EENET has a very small co-ordination office in the UK, employing one staff member and a few volunteers, but still manages to support the information needs of thousands of people in 200 countries. Independent regional networks, based on EENET’s vision and mission, are also being developed in Africa, Asia and Latin America.

To find out more about EENET’s information sharing activities visit www.eenet.org.uk; email info@eenet.org.uk; or write to EENET, c/o ESI, School of Education, University of Manchester, Oxford Road, Manchester M13 9PL, UK

EENET’s role is to champion inclusive education. But it also seeks to challenge the status quo, to ask difficult questions and encourage debates on controversial topics. To ensure that EENET fulfils this role, and continues to meet the information needs of its diverse target audience, the network has a Steering Group which has not been very active for several years, but is now being reformed.

EENET Steering Group function and role of members

  • The Steering Group will monitor EENET’s activities and makes suggestions for changes.
  • Steering Group members will represent the views of EENET’s founders, its regional networking partners, international NGOs/donors, and, very importantly, its target users.
  • Steering Group members will assist EENET staff with taking action in key areas of EENET’s development (e.g. fundraising) if they have skills and experience in a relevant area.

User group representatives
Two or three Steering Group representatives will be appointed from among EENET’s ‘grassroots’ users. While they will not be able to represent the full diversity of EENET’s users, they will bring to the Steering Group a valuable ‘reality check’ on the needs, challenges and potential contributions of EENET’s users.

These ‘grassroots’ Steering Group representatives will be selected based on the following criteria:

Essential

  • Good communication skills, preferably in English.
  • Able to communicate by email, and also if possible by telephone or using internet phone or chat systems.
  • Able to travel to the UK and other countries (e.g. must have a passport, or be able to obtain a passport and travel visas without difficulties).
  • Enthusiasm about the aims, values and principles of EENET, and a commitment to contributing as fully as possible to the Steering Group.

One or more of the following are desired:

    Awareness of:
  • child rights
  • education issues
  • disability and/or other diversity issues
  • community development issues.
  • First hand experience of inclusive education (as a student, teacher, parent, local education official, teacher trainer, etc).
  • Experience of being an activist or in other ways representing a marginlised, discriminated against or excluded group (e.g. women/girls; disabled people; refugees; working children, etc).
  • Awareness of EENET and/or an active member of EENET’s network.
  • Awareness of and/or an active member of other south-based, south-focused information sharing and advocacy networks.
  • Financial issues
    Steering Group members are unpaid volunteers. There is no salary for being a Steering Group member. However, EENET will cover all costs relating to attending meetings (e.g. travel, accommodation, meals and other essential daily living expenses) and participating in telephone conferences or internet chats.

    Application to become an EENET Steering Group member

    Closing date for applications: 24th June 2008

    Personal details
    Name:
    Nationality:
    Postal address:
    Tel. no:
    Fax no:
    Mobile no:
    Email:
    Other, e.g. Skype name:

    Do you have a passport?

    Are you aware of any possible restrictions to your freedom to travel to other countries?

    Are you available 8-12 September 2008 (the dates for the next Steering Group meeting)?

    Supporting information
    Describe your involvement with EENET so far (e.g. when did you first learn about EENET; when did you first read the newsletter; what communication have you had with EENET; what other EENET activities have you been involved in?)

    Why are you interested in becoming a member of EENET’s Steering Group?

    Explain any experience you have with the following (this can be experience gained through your personal life or through work):

    • education/inclusive education
    • child rights/human rights
    • community development
    • equality and diversity issues.

    Explain what you think inclusive education means.

    Why do you think it is important for EENET to promote inclusive education and help people to share information on inclusive education?

    Please provide any other information you think will support your application.

    References
    Please supply the names and contact details of 2 people who can provide references for you. At least one referee should know you in a professional or work capacity or have direct experience of your involvement in inclusive education activities/advocacy.

    Referee 1
    Name:
    Address:
    Email:
    Tel:
    Fax:

    Referee 2
    Name:
    Address:
    Email:
    Tel:
    Fax:
    Please return your completed form to:
    Email: info@eenet.org.uk
    Address: EENET, c/o ESI, School of Education, University of Manchester, Oxford Road, Manchester, M13 9PL, UK
    Fax: +44 (0)161 275 3548



    We Can Do received this announcement via the EENET Eastern Africa listserv. Again, applications should please be directed to EENET in accordance to the instructions above, NOT to We Can Do. Thank you.

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    International Conference: Inclusive Education, the Way of the Future

    Posted on 2 June 2008. Filed under: Announcements, Children, Cross-Disability, Education, Events and Conferences, Inclusion, Opportunities, Reports, youth | Tags: , , , , , , , , , , , , |

    The International Bureau of Education is holding its 48th session of the International Conference on Education (ICE) this 25 – 28 November 2008 in Geneva, Switzerland. The theme will be “Inclusive Education: the Way of the Future.”

    The International Conference on Education is usually predominantly tailored for the needs of Ministers of Education who represent country governments around the world. However, other partners such as researchers, practitioners, representatives of intergovernmental and non-governmental organizations also participate in the ICE dialogue.

    Debates at the November 2008 session of ICE are expected to focus on the following themes:

    (i) approaches, scope and content (to broaden the understanding of the theory and the practice of inclusive education);
    (ii) public policies (to demonstrate the role of governments in the development and the implementation of policies on inclusive education);
    (iii) systems, links and transitions (to create inclusive education systems which offer opportunities for lifelong learning);
    (iv) learners and teachers (to foster a learning environment where teachers are equipped to meet the learners’ diverse expectations and needs).

    As of this writing (June 2, 2008), I could not locate registration information at the ICE conference web site. However, even for people unable to attend the November conference, the web site still offers an abundance of materials that may be of interest to people involved in the education field.

    If you scroll down the page at the ICE conference site, you will see a listing of past Preparatory Meetings on Inclusive Education. Many of these include links to Executive Summaries or other reports based on the results of these past meetings. Further down the page, you will see links to reports from Working Groups of the International Bureau of Education Council regarding planning for the 48th ICE conference.

    For further (or upcoming) details on the November 2008 conference on Inclusive Education, please consult their web site directly at

    http://www.ibe.unesco.org/International/ICE48/English/index.html

    Let me please amplify that We Can Do is unable to respond to individual inquiries about this or any other event, toolkit, funding source, or other resource publicized at this site. Instead, please follow the above link.



    I first learned about this conference by browsing the Dutch Coalition on Disability and Development web site.

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    We Can Do Copyright
    This blog post is copyrighted to We Can Do (wecando.wordpress.com). Currently, only two web sites have on-going permission to syndicate (re-post) We Can Do blog posts in full: BlogAfrica.com and www.RatifyNow.org. Other sites are most likely plagiarizing this post without permission.

    Read Full Post | Make a Comment ( 4 so far )

    RESOURCE: Brochure on People with Intellectual Disabilities and Disability Rights Treaty

    Posted on 22 April 2008. Filed under: Cognitive Impairments, Education, Families, Human Rights, Resources | Tags: , , , , , , , , , , , , , |

    People with intellectual disabilities around the world face enormous challenges in realizing basic human rights such as access to education; legal capacity (the right to make their own decisions); the right to live with their families; and the right to live in the community–not an institution. The new disability rights treaty–the Convention on the Rights of Persons with Disabilities (CRPD)–is designed in part to help with these challenges. The CRPD, which has now been ratified by 24 countries, will enter into force on May 3, 2008 simultaneously with the Optional Protocol, which has been ratified by 14 countries.

    But how can people with intellectual disabilities and their families use the CRPD to achieve their human rights? And how can people who create and implement policy support their efforts? A new brochure from Inclusion International (PDF format, 585 Kb) provides guidance. The eight-page brochure summarizes how people with intellectual disabilities and their families around the world helped to create the CRPD; how the CRPD helps address some of their key human rights concerns; and the important role of families in guiding, developing, and implementing policies.

    The English version of the brochure can be downloaded in PDF format (585 Kb) at:

    http://inclusion-international.org/site_uploads/File/HearOurVoices-Priority%20Web.08.pdf

    The Arabic version of the brochure (without pictures) can be downloaded in Word format (515 Kb) at:

    http://inclusion-international.org/site_uploads/File/CRPD%20arab.doc



    We Can Do learned of this brochure through the Disabled People International (DPI) e-newsletter.

    Subscribe to We Can Do
    Learn how to receive an email alert when new material is posted at We Can Do (wecando.wordpress.com).

    Other Resources at We Can Do
    Catch up with the news; explore resources, toolkits, or funding and fellowship opportunities; find research, reports, papers, or statistics; or look up conferences, events, call for papers, or education/training opportunities.

    We Can Do Copyright
    This blog post is copyrighted to We Can Do (wecando.wordpress.com). Currently, only two web sites have on-going permission to syndicate (re-post) We Can Do blog posts in full: BlogAfrica.com and www.RatifyNow.org. Other sites are most likely plagiarizing this post without permission.

    Read Full Post | Make a Comment ( None so far )

    PUBLICATION: Promoting the UN Convention on the Rights of Persons with Disabilities

    Posted on 26 February 2008. Filed under: Academic Papers and Research, Children, Cross-Disability, Education, Employment, Health, HIV/AIDS, Human Rights, Inclusion, Policy & Legislation, Rehabilitation | Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , |

    Rehabilitation International’s publication, International Rehabilitation Review, has published a special edition focused on promoting the UN Convention on the Rights of Persons with Disabilities (CRPD). People with disabilities, advocates, disability experts, and human rights experts, all contributed 20 articles to the December 2007, 48-page edition.

    The CRPD is the first comprehensive international legislation to focus on protecting the human rights of people with disabilities. It needs to be ratified by 20 countries before it will take full legal force; it has now been ratified by 17 countries.

    Several of these articles celebrate the heavy involvement of the disability community and various disability and human rights organizations in promoting the CRPD. Other articles discuss the relevance of the CRPD to themes such as promoting inclusive education; including people with disabilities in programs to prevent HIV/AIDS; the importance of habilitation and rehabilitation to empowerment; and how the CRPD may help countries bring more people with disabilities into the work force.

    Some more examples of articles included in the December 2007 issue of the International Rehabilitation Review include the following:

    An article entitled “A Unified Disability Community: The Key to Effective Implementation of the Convention” by Maria Veronica Reina and Stefan Tromel highlights the importance of people with disabilities themselves being actively involved in ensuring that the CRPD actively protects the human rights of disabled people around the world.

    Author Ann M. Veneman discusses the importance of children with disabilities in the CRPD in her article, “The UN Disability Rights Convention: Moving Children with Disabilities Center Stage.”

    Of particular relevance to We Can Do readers in the international development field is the article “Toward Inclusive Development: The Implementation Challenge,” by Charlotte McClain-Nhlapo. This article calls for country governments and development organizations to incorporate the principles of the CRPD into their plans, programs, and policies, including those that fight poverty.

    Anne Hawker and Sebenzile Matsebula discuss the importance of mobilizing women with disabilities to successfully implementing the CRPD in “Women with Disabilities: A Call to Action.”

    In some countries, people with certain disabilities are denied the right to open their own bank account, or to say “no” to medical treatment that they don’t want. Article 12 of the CRPD can help, says Tina Minkowitz in her article, “Legal Capacity: Fundamental to the Rights of Persons with Disabilities.”

    Once the CRPD takes legal force, then what? Governments will need people with disabilities themselves to monitor how well the CRPD is implemented in their countries. The article “Interational Monitoring: The Right to Inclusion, The Obligation to Participate” by Kirsten Young and Shantha Rau, discusses how.

    This special issue of Rehabiliation International’s International Rehabilitation Review can be downloaded in PDF format (1.8 Mb) at
    http://www.riglobal.org/publications/RI_Review_2007_Dec_web.pdf

    Or you can downlaod it in Word format (233 Kb) at
    http://www.riglobal.org/publications/RI_Review_2007_Dec_WORDversion.doc



    We Can Do learned about this special issue through RatifyNow.org‘s email discussion list. This article is cross-posted at the RatifyNow.org web site with permission of author. See the RatifyNow website for more information on the CRPD and the global movement to ratify and implement it.

    Learn how to receive an email alert when new material is posted at We Can Do (wecando.wordpress.com).



    Also at We Can Do: catch up with the news; explore resources, toolkits, or funding and fellowship opportunities that might be helpful for your organization; find research, reports, papers, or statistics; or look up conferences, events, call for papers, or education/training opportunities.



    This blog post is copyrighted to We Can Do (wecando.wordpress.com). Currently, only two web sites have on-going permission to syndicate (re-post) We Can Do blog posts: BlogAfrica.com and www.RatifyNow.org. If you are reading this anywhere else, then you are most likely reading a web site that regularly plagiarizes the work of other people.

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    REPORT: Human-Rights Approach to Education for All

    Posted on 30 January 2008. Filed under: Children, Cross-Disability, Education, Human Rights, Reports | Tags: , , , , , , , , , , , , , , , , |

    The United Nations Children’s Fund (UNICEF) has released a report on a human rights based approach to making education accessible to all children, entitled A Human Rights-Based Approach to Education for All: A framework for the realization of children’s right to education and rights within education (PDF format, 812 Kb). The report discusses current thinking and practice on human rights based approaches in the education sector. It presents key issues and challenges in rights-based approaches and provides a framework for developing policies and programs at the school, local, national, or international levels. It is targeted particularly at governments, civil society organizations, United Nations and bilateral agencies, and other development partners.

    This report touches briefly on issues affecting disabled children in education throughout. A search for the word “disabilities” finds multiple short references in the text. For example, there is a mention of such issues as the fact that the birth of some children–but particularly disabled children–may not be registered in some countries, making it more difficult to accurately estimate the need for schooling. And the report asserts that attention must be paid to the communication needs of children with sensory impairments (Braille for blind students; sign language for deaf students).

    There are some disappointments here. For instance, the introduction has the usual discussion of the 77 million children who are currently out of school but misses an opportunity to point out that disabled children are disproportionately represented among them. But the integration of disability related concerns into a broader discussion of educational issues is itself an important step in the right direction. Especially positive is seeing disability issues integrated into a report like this one that emphasizes education as a human right for all children–including children with disabilities.

    The report can be downloaded in PDF format (812 Kb) at:

    http://unesdoc.unesco.org/images/0015/001548/154861E.pdf



    We Can Do learned about this report via the Disabled People’s International on-line newsletter. DPI’s newsletter can be subscribed to, via email, for free.



    Find more Research, reports, or papers, or find more blog posts like this one on children, education, or humanrights.

    Learn how to receive an email alert when new material is posted at We Can Do (wecando.wordpress.com).

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    RESOURCE: Network for Inclusive Education in Eastern Africa

    Posted on 9 January 2008. Filed under: Announcements, Children, Cross-Disability, Education, Inclusion, News, Opportunities, Resources, Sub-Saharan Africa Region | Tags: , , , , , , , , , , , , , , , |

    To support the growing interest in the area of Inclusive Education throughout Eastern Africa, an Eastern Africa Discussion Group has been set up to help facilitate discussions. networking and information sharing on this topic. This discussion group is associated with EENET – The Enabling Education Network, which is a UK based information sharing network which promote the inclusion of marginalised groups in education world wide.

    If you would like to join the Eastern Africa Discussion Group, please send a blank email to eenet_eastern_africa-subscribe@yahoogroups.co.uk If you join and decide later you do not want to be a part of the group any longer, you can unsubscribe at any time.

    Learn more about the group and how to join, leave, or communicate with the listowner at:

    http://uk.groups.yahoo.com/group/eenet_eastern_africa/

    If you know any one else who you think might be interested in joining this group, please pass this message to them so as they have the information necessary to join.

    Kind Regards,

    Dimity Taylor
    Eastern Africa Email Coordinator
    EENET Eastern Africa – The Enabling Education Network

    To send an email to the email coordinator (Dimity Taylor) please send it to easternafrica@eenet.org.uk.

    EENET UK (Main Office)
    c/o Educational Support and Inclusion
    School of Education
    University of Manchester
    Oxford Road
    Manchester M13 9PL
    UK
    Office tel: +44 (0) 161 275 3711
    Mobile: +44 (0)7929 326 564
    Office fax: +44 (0) 161 275 3548
    General enquiries email: info@eenet.org.uk
    Website: www.eenet.org.uk
    To obtain printed copies of the “Enabling Education” newsletter, contact EENET at the above address or visit their website.

    EENET is an information-sharing network which promotes the inclusion of marginalised groups in education worldwide.



    [Edited 27 January 2008 to correct the above email address to easternafrica@eenet.org.uk] [Edited 21 August 2008 to update instructions for subscribing.]

    We Can Do learned about this mailing list when Dimity Taylor posted the above announcement on the mailing list for the Global Partnership on Disability and Development (GPDD). The GPDD email discussion list can be joined for free.



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