Tag Archives | UKFIET Conference

Photo credit: Kanishka Afshari/FCO/DFID

Words are all I have: Doing inclusive inclusion research

This blog was written by Tanushree Sarkar, MSc.is a second-year doctoral student in Community Research and Action at Vanderbilt University, Peabody College. Her research examines the links between education policy, teacher beliefs and teacher practices for inclusive, equitable education in India. For the 2019 UKFIET conference, 17 individuals, including Tanushree, were provided with bursaries to […]

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The potential and promise of participatory approaches: A case for developing child-centred inclusive education

UKFIET is one of the leading global conferences on international education and development. The theme of the conference this year was inclusive education systems. In this blog, Dr Stephen Thompson, Post-Doctoral Research Fellow at the Institute of Development Studies (IDS), explores the potential for participatory approaches to strengthen disability inclusive education. For the 2019 UKFIET […]

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Future directions in education systems for the 21st Century: Emerging issues from UKFIET 2019 conference theme

The UKFIET 2019 conference had 6 themes relating to Inclusive Education Systems. The co-convenors for the theme ‘Future directions in education systems for the 21st Century’ were Dr Ricardo Sabates from the Faculty of Education and member of the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, and Dr Shrochis Karki, Education […]

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Education Financing for Global Equity and Inclusion: Summary of UKFIET 2019 conference theme

The UKFIET 2019 conference had 6 themes relating to Inclusive Education Systems. The convenors for the theme ‘Education Financing for Global Equity and Inclusion’ were Bronwen Magrath,  Programme Officer for the International Education Funders Group, and Moses Oketch, Professor of International Education Policy and Development at the University College London (UCL) Institute of Education. The […]

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Teacher well-being in protracted crises: conceptual caveats (Lessons from the DR Congo)

By Mieke Lopes Cardozo, Amsterdam Institute for Social Science Research, University of Amsterdam; and Cyril Brandt, Institute of Development Policy, University of Antwerp. These issues were discussed during a session at the September 2019 UKFIET conference on inclusive education systems. Teachers in protracted (violent) crises are to varying degrees expected to fulfil a multiplicity of […]

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