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The 12^th issue of the Enabling Education Review is already available. This is an issue of a range of thought-provoking topics, all pointing to the ways in which we can work in innovative ways toward inclusive education and development, in equal measure, and securing locals in the driver’s seat.

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Here’s a sneak peek into the enriching articles and reflections inside EER Issue 12:

Featured Articles

1. Developing training on trauma-informed approaches for practitioners working with street-connected children
Santigie Bayo Dumbuya, Alfred Kargbo, and Lauren Kinnaird describe collaborative efforts underway in Sierra Leone to create training resources that local practitioners can design and deliver. Learn how these efforts have made a difference for street-connected children.

2. Preserving the syllabic approach to Hausa reading instruction in Northern Nigeria
A discerning contribution by Mikailu Ibrahim shows how a syllabic approach to literacy teaching, attuned to the linguistic features of Hausa, has been proving more effective than traditional English-centric ways of teaching.

3. ‘Doing rather than claiming inclusion’?
Veera Mookerjee shares a story about the pitfalls of superficial equity, diversity, and inclusion policies in educational institutions. Read about the policies’ actual impact and what real inclusion should look like.

4. Public participation and the competency-based curriculum in Kenya
Eunice Owino outlines the necessity of the public’s participation in implementing a new competency-based curriculum in Kenya. This paper reviews the efforts and successes of engaging multiple stakeholders to engender transformation in education.

5. Two projects, one goal: promoting learning through a love of music
Amanda Wrigley’s powerful contribution on using music to promote special educational needs and intergenerational relations shows how an inclusive creative activity could be a very useful tool for change.

6. Understanding young people’s agency globally
Ruth Edmonds unpacks ideas about ‘ambiguous agency’ and the necessity of young people’s decision-making within its cultural context. This paper unsettles our assumptions of how we work with young people to engage their agency.

7. Colonialism and education in Afghanistan
Ian Kaplan and Mustafa Himmati provide a thoughtful critical review of neocolonial influences in Afghanistan’s education system over the past two decades. Their paper is an appeal for introspection into ways to offer more enabling conditions for local education practices.

8. Adaptation, inclusion, and the purpose of education
JRA Williams reflects on why adaptations in the system of education are needed so that global challenges related to climate change can be faced head-on. This article underlines the role inclusive values can play in facilitating meaningful and responsive educational experiences.

9. Sign Language interpreter as advocacy champion in Nigeria:
Yemisi shares her experiences as a Sign Language interpreter and advocate for deaf learners in Nigeria. The article highlights the challenges and successes in promoting inclusive education for the deaf community and emphasizes the role of interpreters in advocacy and education.

10. Power and personnel in education programmes:
 Ingrid Lewis reflects on her 25 years of experience with INGOs and the inherent power dynamics that contradict the goals of inclusive education. She discusses how entrenched behaviours and systemic inequalities within NGOs and donor relationships can undermine efforts to develop inclusive education programs.

11. Reflections of a disabled education consultant:
Helen Pinnock shares her experiences as a disabled consultant in the aid sector, highlighting the conflicting power dynamics and the challenges of representing a disability perspective. She emphasises the importance of including disabled voices in education projects to avoid perpetuating systems that harm diverse learners.

12. Gaza: Education under occupation and war:
Dr. Mohammed Alruzzi discusses the impact of Israel’s occupation and war on Gaza’s education system, drawing from his personal experiences and research. He highlights the systematic destruction of educational infrastructure and calls for international action to protect Palestinian education rights under international law.

13. Supporting equal international relationships:
Su Lyn Corcoran examines the challenges of maintaining equal partnerships in international educational research and practice-based projects. She critiques the restrictions and conditions of overseas development aid that often privilege donor countries and hinder the autonomy of local partners.

14. Decolonising the curriculum in Nigeria:
Nnenna C. Amaonyeaso explores the impact of using foreign curricula in Nigerian primary schools. She argues for decolonising the curriculum to better reflect and empower local identities and cultural contexts. She calls for a transformative approach to education that prioritises the identity and value of the Nigerian child.

15. Reflections on perceptions and privilege:
An anonymous author reflects on the complexities of working in international development and the influence of privilege and perceptions on their role. They discuss the need to recognise and challenge power dynamics and to prioritise local voices and expertise in development projects.

The 12^th issue of the Enabling Education Review is already available. This is an issue of a range of thought-provoking topics, all pointing to the ways in which we can work in innovative ways toward inclusive education and development, in equal measure, and securing locals in the driver’s seat.

---

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Here’s a sneak peek into the enriching articles and reflections inside EER Issue 12:

Featured Articles

1. Developing training on trauma-informed approaches for practitioners working with street-connected children
Santigie Bayo Dumbuya, Alfred Kargbo, and Lauren Kinnaird describe collaborative efforts underway in Sierra Leone to create training resources that local practitioners can design and deliver. Learn how these efforts have made a difference for street-connected children.

2. Preserving the syllabic approach to Hausa reading instruction in Northern Nigeria
A discerning contribution by Mikailu Ibrahim shows how a syllabic approach to literacy teaching, attuned to the linguistic features of Hausa, has been proving more effective than traditional English-centric ways of teaching.

3. ‘Doing rather than claiming inclusion’?
Veera Mookerjee shares a story about the pitfalls of superficial equity, diversity, and inclusion policies in educational institutions. Read about the policies’ actual impact and what real inclusion should look like.

4. Public participation and the competency-based curriculum in Kenya
Eunice Owino outlines the necessity of the public’s participation in implementing a new competency-based curriculum in Kenya. This paper reviews the efforts and successes of engaging multiple stakeholders to engender transformation in education.

5. Two projects, one goal: promoting learning through a love of music
Amanda Wrigley’s powerful contribution on using music to promote special educational needs and intergenerational relations shows how an inclusive creative activity could be a very useful tool for change.

6. Understanding young people’s agency globally
Ruth Edmonds unpacks ideas about ‘ambiguous agency’ and the necessity of young people’s decision-making within its cultural context. This paper unsettles our assumptions of how we work with young people to engage their agency.

7. Colonialism and education in Afghanistan
Ian Kaplan and Mustafa Himmati provide a thoughtful critical review of neocolonial influences in Afghanistan’s education system over the past two decades. Their paper is an appeal for introspection into ways to offer more enabling conditions for local education practices.

8. Adaptation, inclusion, and the purpose of education
JRA Williams reflects on why adaptations in the system of education are needed so that global challenges related to climate change can be faced head-on. This article underlines the role inclusive values can play in facilitating meaningful and responsive educational experiences.

9. Sign Language interpreter as advocacy champion in Nigeria:
Yemisi shares her experiences as a Sign Language interpreter and advocate for deaf learners in Nigeria. The article highlights the challenges and successes in promoting inclusive education for the deaf community and emphasizes the role of interpreters in advocacy and education.

10. Power and personnel in education programmes:
 Ingrid Lewis reflects on her 25 years of experience with INGOs and the inherent power dynamics that contradict the goals of inclusive education. She discusses how entrenched behaviours and systemic inequalities within NGOs and donor relationships can undermine efforts to develop inclusive education programs.

11. Reflections of a disabled education consultant:
Helen Pinnock shares her experiences as a disabled consultant in the aid sector, highlighting the conflicting power dynamics and the challenges of representing a disability perspective. She emphasises the importance of including disabled voices in education projects to avoid perpetuating systems that harm diverse learners.

12. Gaza: Education under occupation and war:
Dr. Mohammed Alruzzi discusses the impact of Israel’s occupation and war on Gaza’s education system, drawing from his personal experiences and research. He highlights the systematic destruction of educational infrastructure and calls for international action to protect Palestinian education rights under international law.

13. Supporting equal international relationships:
Su Lyn Corcoran examines the challenges of maintaining equal partnerships in international educational research and practice-based projects. She critiques the restrictions and conditions of overseas development aid that often privilege donor countries and hinder the autonomy of local partners.

14. Decolonising the curriculum in Nigeria:
Nnenna C. Amaonyeaso explores the impact of using foreign curricula in Nigerian primary schools. She argues for decolonising the curriculum to better reflect and empower local identities and cultural contexts. She calls for a transformative approach to education that prioritises the identity and value of the Nigerian child.

15. Reflections on perceptions and privilege:
An anonymous author reflects on the complexities of working in international development and the influence of privilege and perceptions on their role. They discuss the need to recognise and challenge power dynamics and to prioritise local voices and expertise in development projects.

This report unveils the outcomes and methodology of the initiative titled “Applying design thinking to develop new service models for inclusion of adult persons with disabilities in community and labour market in Kyrgyzstan”. The comprehensive process encompassed a research phase and a Design Thinking Workshop. Both endeavours were geared towards comprehending and mapping diverse perspectives and requirements from constituents and stakeholders involved in fostering the inclusion of individuals with disabilities within Kyrgyzstan’s labour market and social protection system.

Drawing insights from the identification of six key challenges and problem statements, we crafted four prioritized prototypes. The recommendation is to initiate pilot programs for these four approaches, delving into their potential for broader implementation and integration into the standard service offerings of relevant institutions. This calls for close collaboration with organizations representing persons with disabilities and social partners to ensure a holistic and effective approach.

Approach 1: Awareness training for disability inclusion within economic units (private and public).

Approach 2: Fairs and public awareness-raising campaigns.

Approach 3: Participatory implementation of audit of physical access for persons with disabilities to public institutions.

Approach 4: Labour market inclusion services for persons with disabilities (supply side) and companies (demand side).

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These guidelines provide a comprehensive overview of inclusive development in Vocational Education and Training (VET).

Chapter 1 introduces marginalized populations, explores internal and external barriers, and familiarizes readers with group-specific terminologies. It emphasizes the benefits of inclusive VET for all.

Chapter 2 delves into the legal, theoretical, and formative aspects of inclusive VET, covering international human rights tools, SDGs, VET models for marginalized groups, and the twin-track approach. It addresses common barriers, universal design, accommodation, safe spaces, inclusive language, and practical advice for inclusion.

Chapter 3 guides readers in developing inclusion policies for VET institutions, outlining steps from preparation to monitoring and evaluation.

Chapter 4 inspires VET instructors with diverse group work and assessment approaches, ensuring the inclusion of marginalized learners.

Chapter 5 describes an inclusive labor market and job center, explaining the demands and needs of stakeholders on both sides, with references to legislative support.

Chapter 6 introduces stakeholders in inclusive VET and labor markets: public and private service providers, companies, NGOs, and OPDs.

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In January 2022, as the world began emerging from COVID-19 restrictions, the EER 11’s call for articles reflected on the profound impacts of prolonged school closures. Uganda, for instance, reopened its schools after almost two years of closure, highlighting the collective trauma experienced globally. The closure’s aftermath was evident in various countries, with students displaying increased social anxiety and dependence. Marginalised learners faced exacerbated challenges due to limited support during remote learning. Additionally, the closure led to rising issues like teenage pregnancy and early marriage in low-income nations, exacerbating educational disparities.

Amidst these challenges, a trauma-informed approach emerged as vital. Recognizing the enduring effects of trauma, educators emphasized the importance of understanding learners’ experiences without directly probing their traumatic backgrounds. Fostering supportive relationships between educators and students became central. The trauma-informed strategies extended globally, addressing the diverse impacts of trauma beyond the immediate COVID-19 context. The articles in this edition underscored the need for individualized, inclusive education, emphasizing the necessity of localized, sensitive responses to trauma, heralding a new era in education that prioritizes understanding, compassion, and tailored support for every learner.

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In January 2022, as the world began emerging from COVID-19 restrictions, the EER 11’s call for articles reflected on the profound impacts of prolonged school closures. Uganda, for instance, reopened its schools after almost two years of closure, highlighting the collective trauma experienced globally. The closure’s aftermath was evident in various countries, with students displaying increased social anxiety and dependence. Marginalised learners faced exacerbated challenges due to limited support during remote learning. Additionally, the closure led to rising issues like teenage pregnancy and early marriage in low-income nations, exacerbating educational disparities.

Amidst these challenges, a trauma-informed approach emerged as vital. Recognizing the enduring effects of trauma, educators emphasized the importance of understanding learners’ experiences without directly probing their traumatic backgrounds. Fostering supportive relationships between educators and students became central. The trauma-informed strategies extended globally, addressing the diverse impacts of trauma beyond the immediate COVID-19 context. The articles in this edition underscored the need for individualized, inclusive education, emphasizing the necessity of localized, sensitive responses to trauma, heralding a new era in education that prioritizes understanding, compassion, and tailored support for every learner.

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The publication features insights from thirteen education stakeholders in the Arab region who actively participated in EENET’s Writer Mentoring Project. The articles delve into various topics, all meticulously examined through action research methodologies:

1. Investigating the influence of inclusive education on motivating female students to learn Arabic language in Jordan.
2. Advancing educational practices through action research: a path towards achieving inclusive education and socio-emotional learning.
3. Analyzing curricula, educational programs, teaching practices, and methods to assess if they allow adequate time for developing reading skills.
4. Promoting inclusive access to learning resources via the Kolibri platform in Libya.
5. Evaluating the impact of play-based learning in enhancing the performance of learners with learning difficulties and their inclusion in inclusive educational settings.
6. Understanding the significance of an inclusive classroom environment in attaining inclusivity goals, along with the challenges of its implementation.
7. Exploring the potential of local communities in supporting the learning needs of students most affected by the COVID-19 pandemic in Jordan.
8. Drawing lessons from the experience in Northeast Syria camps: implementing inclusive education and establishing the foundations for inclusion.
9. Assessing the effectiveness of specialized educational interventions for kindergarten children with learning difficulties within inclusive education settings.

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The tool aims at guiding policy makers and TVET college staff to improve the inclusiveness of TVET.

Tool 1 concerns the policy level and aims at policy makers who intend to access the national TVET framework and get practical hints about how to improve inclusiveness for persons with disabilities.

Tool 2 aims at TVET college staff. It introduces the concept of the “disability support unit”. The role of the unit is to advise and support TVET instructors, caregivers of learners with disabilities and students with disabilities. The tool also features a comprehensive set of indicators for physical accessibility. The final chapters are about human resource considerations and accessible complaint mechanisms.

Both tools feature several indicators that are grouped under specific headings. The grouped indicators feature leading indicators that are preceded by a number. However, some indicators also feature sub-indicators preceded by the same number as the leading indicators and followed by a letter. The table below illustrates the structure.

The module ‘Improving Employment Perspectives for Persons with Disabilities is part of the GIZ Handbook on Employment Promotion in Develop Cooperation. It raises awareness about the situation of persons with disabilities and challenges to access decent work, the rationale for the inclusion of persons with disabilities in the formal labour market, and approaches to promoting inclusion. The handbook is available in English and German language.

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The 10^th edition of EENET’s Enabling Education Review features articles that describe the home learning experience of learners and teachers in Armenia, Bangladesh, Indonesia, the Philippines, Malaysia, Kenya, Spain, Taiwan, the UK, and Syria.

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