A British Academy funded Education and Learning in Crises project in South Africa, Uganda and Zimbabwe 🇬🇧 🇿🇦 🇺🇬 🇿🇼
Joined January 2021
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DRIVE Project retweeted
Find some of our @GuluVarsity @DRIVEProject2 research in this new article on refugees with disabilities education and agency @opuklee @UoNSoE doi.org/10.1111/chso.12810
The project team had an online symposium to discuss issues related to accessible TVET for disabled refugees. Recording available here: includingdisabledrefugees.or…
The @BritishAcademy_ funded @DRIVEProject2 Uganda Team, led by @dfmonk held a successful event that brought together teachers, lecturers and instructors from various vocational and tertiary institutions. See press coverage here: radiopacis.org/en/news/-130
📢New publication from the South African DRIVE Project Team: School attendance among refugee children with disabilities residing in South Africa: A cross-sectional, descriptive study. Available here: journals.plos.org/plosone/ar…
We're delighted to announce funding from @BritishAcademy_ to further the work of the DRIVE project. We are going to host a series of events to promote accessible #TVET for disabled refugees. thebritishacademy.ac.uk/news…
@EWalton253 discusses the work of the DRIVE project.
All welcome, please register attendance.
bit.ly/3VJETDb
Great work by @Backup_Uganda!
@UniofNottingham @DRIVEProject2 advisor @Backup_Uganda leading a workshop with @GuluVarsity education students about role of teacher in inclusive education. #researchimpact
Pathways through education and into work for disabled refugees need to be secured through policy and in practice.
Policy must be informed by intersectoral dialogue to ensure that disabled refugee students, particularly girls, are not inadvertently excluded from education by falling between group-specific policy provisions.
Policymakers concerned to secure educational access for specific marginalised groups (like refugees, or disabled people, or girls and women) need to recognise the compounding effect of having multiple marginalised identities
We call on policy makers to unambiguously secure the right to education for all students, including disabled refugees, to ensure equitable access, irrespective of the availability of community intermediaries or family advocacy
Disabled refugee students, particularly girls and young women, are not guaranteed their right to quality inclusive education and lifelong learning because policies do not adequately address their intersectional identities. Policy recommendations in the thread below:
Zimbabwe, Uganda and South Africa case reports on disabled refugees' access to education are available here: includingdisabledrefugees.wo…
DRIVE Project retweeted
📢Webinar to share findings and policy implications from @DRIVEProject2
🗓️30/09/22 ⏰12h00 – 13h30 GMT
Register here: teams.microsoft.com/registra…
includingdisabledrefugees.wo…
DRIVE Project retweeted
ALT Statue of two scholars on a high cement plinth in front of a pool with fountains. Yerevan state university building in the background
DRIVE Project retweeted
The keynote speaker, The Paramount Chief of the Acholi Community admonished participants to make people living with disabilities and Refugees more productive through education. @DRIVEProject2 Research Forum at @GuluVarsity
DRIVE Project retweeted
The VC of @GuluVarsity opening the Disabled Refugees Included and Visible in Education (DRIVE) Research Forum @DRIVEProject2
DRIVE Project retweeted
Dr @dfmonk giving an overview of the @DRIVEProject2 during the research results presentation on inclusive Education at @GuluVarsity. – at Gulu, Uganda
Great work has been done in South Africa, Zimbabwe and Uganda towards inclusive, quality and lifelong learning for disabled refugee students. #SDG4
