Call for Articles for “Enabling Education Review” Special Edition, 2017

03/11/2016

The theme of this special edition will be:

 “Inclusive education and street-connectedness”

 The Enabling Education Network (EENET) is publishing this extra edition of the Enabling Education Review.

The deadline for submitting first drafts of articles is 28 April 2017. Details of suggested topics and how to submit your articles are provided below. Contact info@eenet.org.uk with any questions.

 

  1. Why have we chosen this topic?

The 2030 Agenda for Sustainable Development, and Sustainable Development Goal 4, aim to achieve inclusive and quality education for all, particularly focusing on children from the poorest households who are four times more likely to be out-of-school (SDG UNDP 2015). In order to improve the quality of education systems so that they become more inclusive, it is important to understand in each context which groups of learners are more likely to be excluded from, and what barriers they face to participating and achieving in, education. Street-connected children and youth is one such group that is often facing exclusion from and within formal education. Around the world existing programmes are successfully providing street-connected children and youth with education. Sharing their stories provides an opportunity for similar or new programmes to learn from their experiences. Also, education for street-connected children is often innovative and offers new ideas that could be adapted to support the inclusion of other marginalised learners in challenging situations.

 

  1. What could you write about?

We want to read about your experiences of supporting inclusive education for street-connected children and young people.

Enabling Education Review helps people share and learn from each other’s experiences. We therefore welcome articles that offer practical insights into education programmes, to help others who are looking for ideas that they can adapt and try. We like articles that provide a little background to the project or programme, and then explain how the project/programme is structured, its main objectives, and what activities are carried out, where, when, with or by whom, and why. And we like to read about the results of the too, if possible.

While this special edition focuses on a specific group of learners – children and young people in street situations – this group is not homogenous, offering a wide range of possible topics for articles. Street-connected children and young people face many different challenges, depending on the local context and their gender, age, disability, health status, ethnicity, and so on. The organisations that support them are therefore delivering many different interventions. Some projects focus just on one sector, like education; others are multi-sectoral and support education, health, social welfare and protection needs. Some education projects for street connected children and youth are separate from mainstream education, other initiatives seek to find ways to help these excluded learners return to mainstream education.

Possible topics include:

Types of interventions

  • Non-formal basic education programmes for children and young people living and/or working in street situations and currently unable to attend formal schools
  • Programmes that support children and young people to enrol in or return to mainstream/formal education (e.g. accelerated education or catch-up programmes)
  • Programmes that support mainstream schools and teachers to understand about street-connected children and young people, and then adapt their curricula, materials, timetables, etc, to become supportive of these learners, so that they can enrol in or return to formal education
  • Programmes that support older street-connected youth with catch-up basic education, literacy, numeracy, etc, and vocational and life-skills education
  • Programmes that support specific groups of street-connected children and young people, such as girls or boys, those with disabilities, those affected by drug, alcohol or substance abuse, those affected by HIV and AIDS, those who are from refugee or migrant communities, and so on
  • Programmes that connect various sectors, to support holistically the health, welfare, livelihoods and/or protection needs of street-connected children and youth, as well as their education
  • Programmes that offer educational support for pre-school-age street-connected children
  • Programmes that provide support to street-connected girls with babies so that they can continue their education
  • Advocacy programmes that have sought to change government and/or school policies to enable street-connected learners to access and participate in mainstream and/or non-formal education.

Financing and resourcing

  • Examples of budgeting / fundraising for more inclusive educational responses for children and young people in street situations.
  • Examples of advocating with donors for financial, material or human resource support for making education for children and young people in street situations more inclusive.

Sustainability

  • Examples of interventions that have sought to maintain improvements in inclusivity, or make wider education system changes.

Stakeholders’ views

  • We love to publish articles that feature the views or stories of stakeholders involved in delivering inclusive education, or benefiting from inclusive education. These can be case studies in their own right, or examples and quotations presented within an article on a specific topic.

 

  1. How can you submit an article?

Please email your article to info@eenet.org.uk or send a hard copy to the address at the end of this document.

Length – either 550 words (for a single-page article) or 1,100 words (for a double-page article). We may edit longer articles down to a single page, depending on the quantity and quality of articles received.

Style – please keep the article easy-to-read and non-academic. We encourage the use of sub-headings, bullet lists, etc. Have a look at previous editions of the publication if you are not sure what style to use: www.eenet.org.uk/resources/eenet_newsletter/index.php

Editing – we are very happy to help with editing the article, so don’t worry if you are not an experienced writer. We can work with you to improve the structure and content of your article, make it shorter/longer, etc.

Photos – it is great if you can add photos, drawings or diagrams to your article. When selecting photos, please look for the following:

  • Active images – e.g. children learning in groups, children playing, teachers working with pupils, parents taking actions to support the school, and so on
  • Images that are not too dark, blurred or pixelated.

Please send us high resolution images by email (these should be at least 1mb in size), or post us an original print/drawing. For every image you want to add to your article, you will probably need to remove about 75-100 words of text – but we can help with this editing. Please ensure that the people in any photos have given their permission for the photos to be published, or that parents/guardians have given permission for photos of children to be used. With each photo, please include the name of the photographer/organisation and a brief caption (activity, location, date, etc.).

Deadlines – the first deadline for draft submissions of articles is 28 April 2017. But we welcome submissions as soon as possible so we can spread the editing workload. We will then review all articles and work with the authors to edit them.

Selection – please note that we might not publish all of the articles we receive. In addition to ensuring that we publish articles that are easy-to-read and of practical use to a range of education stakeholders, we will also ensure that the final selection includes:

  • articles from a variety of countries/regions
  • articles about a range of different issues
  • articles by authors from different backgrounds (e.g. teachers, NGOs, parents, academics, government representatives, etc).

 

Articles that are not selected for publication in EER may instead be published on EENET’s website (www.eenet.org.uk).

Queries – if you have any questions, please email info@eenet.org.uk.

Postal address ­– if you want to send an article in hard copy or as an audio recording (e.g. on CD), please send to: EENET, PO Box 422, Hyde, Cheshire, SK14 9DT, UK


Call for Articles for “Enabling Education Review” 2015

02/05/2015

The theme for the 2015 newsletter will be:

“Inclusive education management”

 

1. Why have we chosen this topic?

This year we would like the Enabling Education Review (EER) to share practical experiences of planning, budgeting and fundraising for, managing, monitoring and evaluating inclusive education initiatives.

EENET has the benefit of being both an information network and a consultancy service provider. Through this diverse work we are privileged to learn about many different inclusive education initiatives – we get to see what makes them work well, and the problems they face.

For instance, we have seen first-hand that organisations and governments often invest heavily in baseline studies, but these studies are not always high quality or used effectively to inform project/programme design. We see that budgeting and resourcing for inclusive education can be a challenge, particularly when seeking funding to scale-up and move beyond pilot projects or model schools. We carry out many evaluations. A common challenge is the limited qualitative and quantitative record keeping, making it very difficult to collate information for the final evaluation. We also notice that more money is spent on final evaluations than on mid-term reviews, yet a high quality mid-term review (and/or effective ongoing monitoring) can enable improvements to be recommended and implemented ‘before it’s too late’.

However, we also know that there are organisations and governments working hard to improve their approaches to inclusive education planning, budgeting, fundraising, monitoring and evaluation. We therefore want to provide an opportunity for those involved in such initiatives to document and share their experiences.

 

2. What could you write about?

 Here are some ideas…

 

Planning

  • Your experience of conducting a high quality, practical and relevant baseline study. In particular we would like to hear about efforts to conduct participatory baselines, involving stakeholders and beneficiaries in the research activities (and even as researchers), so that the baseline process becomes an integral part of the initiative (not just a formal or academic ‘outsider research’ process).
  • Your experience with participatory planning – ensuring that your inclusive education initiative responds to the needs and ideas of stakeholders and beneficiaries; and/or ensuring that the initiative is planned as a genuine collaborative effort between NGO and government.

 

Financing and resourcing

  • Your experience with convincing large/international donors to support inclusive education (particularly convincing them to provide longer-term support – because inclusive education is not a ‘quick fix’).
  • Your experience with developing funding strategies that ensure shared financial responsibility between local/national government and NGOs, or which promote increased financial responsibility from the government for inclusive education.
  • Your experience of successfully reallocating resources to support inclusive education (rather than seeking new/extra resources).
  • Your experience with developing community-level financial, material or human resource support for inclusive education.

 

Monitoring and evaluation

  • Your experience of developing approaches that enable implementers/managers, stakeholders and beneficiaries to regularly reflect on and document their experiences, throughout the life of the inclusive education initiative.
  • Your experience or reflections on what makes a useful, high quality mid-term review or final evaluation.
  • Your experience with developing relevant and useful indicators for measuring progress/impact.
  • Your experience of developing joint monitoring and evaluation mechanisms, so that multiple partners (e.g. NGOs and government) contribute and learn collaboratively.

 

How do you submit an article?

Please email your article to ingridlewis@eenet.org.uk or send a hard copy to the address at the end of this document.

Length – either 550 words (for a single page article) or 1,100 words (for a double-page article). We may edit longer articles down to a single page, depending on the quantity and quality of articles received.

Style – please keep the article easy-to-read and non-academic. We encourage the use of sub-headings, bullet lists, etc. Have a look at previous editions of the publication if you are not sure what style to use.

Editing – we are very happy to help with editing the article, so don’t worry if you are not an experienced writer, we can work with you to improve the structure and content of your article, make it shorter/longer, etc.

Photos – it is great if you can add photos, drawings or diagrams to your article. Please send us high resolution images by email (these should be at least 1mb in size), or post us an original print/drawing. For every image you want to add to your article, you will probably need to remove about 75-100 words of text – but we can help with this editing. Please ensure that the people in any photos have given their permission for the photos to be published, or that parents/guardians have given permission for photos of children to be used.

Deadlines – the first deadline for draft submissions of articles is 30 June 2015.

But we welcome submissions as soon as possible so we can spread the editing workload. We will then review all articles and work with the authors to edit them. This process will happen July-August. We then aim to finalise articles and design the publication in September-October, so that it can be printed in November-December 2015.

Selection – please note that we might not publish all of the articles we receive. In addition to ensuring that we publish articles that are easy-to-read and of practical use to a range of education stakeholders, we will also ensure that the final selection includes:

  • articles from a variety of countries/regions
  • articles about a range of different issues
  • articles by authors from different backgrounds (e.g. teachers, NGOs, parents, academics, government representatives, etc).

Articles that are not selected for publication in the newsletter may instead be published on EENET’s website.

Queries – if you have any questions, please email ingridlewis@eenet.org.uk.

Postal address ­– if you want to send an article in hard copy or as an audio recording (e.g. on CD), please send to:

 

EENET CIC

37 Market Street

Hollingworth

Cheshire, SK14 8LS

UK


Welcome!

28/01/2012

Hello. Thanks for finding EENET’s blog!

What will we blog about?

Our blogs will all be related to education, inclusion, diversity, equality, etc – but will cover a wide range of topics. We will share practical and personal experiences and contribute to theoretical debates.

Who are our bloggers?

There will be a variety of people blogging here – EENET’s directors, consultants, volunteers, members and other invited authors.

Where else can you find EENET?

There are various places where you can stay in touch with EENET, and access the large collection of inclusive education information that we have available:

Website

Enabling Education Review (our annual publication)

Facebook

Twitter