research proposals inclusive education

Connecting Research, Policy, and Practice to Promote Inclusive Education

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• First Online: 01 January 2022
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• Amanda Watkins 2 &
• Verity Donnelly 2  

Introduction

The interconnection of educational research and classroom practice in the field of inclusive education is a critical issue being debated in many European countries. Educational research that involves practitioners – including teachers, school leaders, and other school team members – and professional researchers working in collaboration is mutually beneficial to all groups.

The question of how practitioners and researchers can be effectively supported to engage in interconnected, collaborative research is important for both school-based personnel and research teams. It is, however, also a key question for educational policy makers if research is to support wider educational change and development.

This paper considers policy, research, and practice and uses an ecosystem of support structures and processes for inclusive education (European Agency 2017a , b ) to consider the interconnections between them. It explores these mutually supportive dimensions with a particular focus...

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Watkins, A., Donnelly, V. (2022). Connecting Research, Policy, and Practice to Promote Inclusive Education. In: Peters, M.A. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-16-8679-5_38

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Global conference at Stanford sparks new questions about inclusive education

Researchers, policymakers, advocates, and educators from the Global South gathered to drive research supporting learners with disabilities.

by Isabel Sacks

A team of three leaders from a non-governmental organization in Bangladesh sat across a round table from two professors from Brazil on a recent Monday morning at Stanford, sharing their plans for new research to help make education more inclusive for students with disabilities. A third team of researchers, from Argentina, had brought alfajores , cookies filled with dulce de leche and covered in chocolate, to the meeting. No one would guess the participants were jetlagged from their long flights; the room was buzzing with energy and ideas.

The Bangladeshi and Brazilian teams quickly found parallels in their research settings: the need for collaboration between education and other sectors such as health, housing, and transportation to support children with disabilities; unequal access to inclusive education despite national-level policies; and a plethora of quantitative data but the need for more qualitative data about their respective countries’ education systems.

Then they came to a key difference. The Bangladeshi team was most concerned about the social contexts of learners with disabilities. “Exclusion is a matter of attitude,” said Naila Zaman Khan, director of the Clinical Neurosciences Center at the Bangladesh Protibondhi Foundation . “We want kids with disabilities to be organically embraced at the family, social, school, and community level.” The vocabulary related to disability in Bangla, the local language, is often derogatory, she noted, and the team intended to study social factors through a qualitative study of schools and communities with and without inclusive education programs.

The Brazilian team was amazed. “It would be a dream to do research in communities,” said Flávia Faissal de Souza, a professor of special education at the Federal Rural University of Rio de Janeiro. It would be too challenging due to the prevalence of gang violence in her area, she said. But a lack of respectful terminology around disability in Portuguese, she said, was not an issue. “For us, that was a problem 10 years ago.”

Expanding the field of inclusive education

The teams had traveled to Stanford for a three-day gathering, “Charting the Geographies of Inclusive Education: Toward Sustainable Research Partnerships — A Research Conference in Honor of Judith Heumann.” Organized by and led by Elizabeth Kozleski and Alfredo Artiles , scholars at the Stanford Accelerator for Learning’s initiative on Learning Differences and the Future of Special Education , the workshop convened cross-sector teams of inclusive education policymakers, researchers, advocates, educators, and parents from seven countries in the Global South. 

Inclusive education, outlined in Article 24 of the United Nations Convention on the Rights of Persons With Disabilities , is a framework for learners with disabilities that prioritizes inclusion in general education settings and ensures learners receive the necessary services to realize their “human potential and sense of dignity and self-worth.” By bringing together new research teams and a community of practice across national borders, the workshop intended to expand the body of knowledge about inclusive education to consider the diverse contexts of learners with disabilities across the globe.

“The kind of work that we wanted to do did not assume that knowledge from the Global North had direct applicability to the contexts that were to be studied,” said Kozleski, a professor at Stanford Graduate School of Education (GSE) and faculty co-director of the Learning Differences Initiative. “The world is connected in lots of different ways, but the fact is that pockets of things happen in some places that don’t travel to other places. We really want to know where seeds have been planted, where things are beginning to grow, and then look at the places in our world that aren’t getting the resources they need.”

Prior to the workshop, Kozleski and Artiles had spent 18 months designing its format, in collaboration with an advisory council of inclusive education experts from Stanford and beyond:

• Maya Kalyanpur, University of San Diego
• Federico Waitoller, University of Illinois at Chicago
• Kim Porteus, Nelson Mandela Institute for Education and Rural Development
• Charlotte McClain-Nhlapo, World Bank
• Gary Darmstadt, Stanford School of Medicine
• Daniela Gamboa Zapatel, GSE doctoral student
• Judith Heumann, disability rights advocate

The global teams then met virtually for six months, drafting research proposals with advising from the council. Once at Stanford, they finessed their research methodologies with support from GSE faculty Ramón Martinez, Sanne Smith, and Denise Pope. Faculty members Guilherme Lichand and Dennis Wall also advised the teams from Brazil and Bangladesh, respectively.

Judith Heumann, an internationally recognized disability rights activist, was involved in the project's conception and advocated for global level systems change for the rights of people with disabilities throughout her life. The convening was named in her honor after her death in March 2023.

Inclusive education in the Global South context: Emerging themes

Through collaborative sessions across three days, the seven teams found common themes and divergences between their Global South contexts that informed the development of their research proposals focused on inclusive education.

• The importance of defining terminology and conceptual frameworks. Inclusive education is a term created in the Global North and has varied definitions and interpretations across countries, sometimes referring to gender, race, caste, language, or socioeconomic status. The group discussed how their research might expand global understandings of inclusive education considering diverse contexts. 
• Networks and relationships are crucial. Many of the projects were based in settings where the research team had been working for years and held deep relationships with local inclusive education coordinators, government officials, schools, and parents, enabling richer understandings of the context and more opportunities for data collection. 
• Policies and their translation to practice can be fraught. While inclusive education is a priority of the United Nations and mentioned in national laws, many of the researchers reported that it is often translated and enacted much differently in local and school context. Several teams included an education policymaker or had direct lines of communication with government officials with whom to share their research findings and amplify the impact of their work.
• The strengths and agency of teachers, learners, and parents must be centered. Historically, deficit narratives have emerged about Global South countries and their education systems. The research teams aimed to amplify local needs, voices, and expertise and create new narratives related to inclusive education.
• Creative research methodologies can be of great value. Teams took a variety of approaches to data collection depending on their local contexts, connections, and expertise. In working with children with disabilities, emergent research methods were cited as very effective. The team from Argentina had experience analyzing student artistic productions (photovoice) and taking saliva samples to measure stress through cortisol levels, the first of which the team from India adopted into their proposals. 
• Emerging technologies bring opportunity, but also potential dangers. Some teams, such as a group from Zambia, were excited about the potential of technology to support learners with disabilities, while others expressed concern about technology leaving behind learners without reliable devices and connectivity or replacing human teachers.
• Colonial legacies, inequality, and poverty are ongoing challenges across the Global South. Areas of commonality included the need to value local knowledge, unequal access to inclusive education along socioeconomic lines, and persistent challenges in identifying and designing learning for children with disabilities with other marginalized identities. In some but not all countries present, children with disabilities remain excluded from school. The importance of taking an intersectional approach to inclusive education and equity, keeping in mind race, gender, language, caste systems, and socioeconomic status, was reiterated throughout the convening.

Looking ahead: Inclusive education research across seven countries

At the conclusion of the gathering, each country team presented a research proposal. Next, they will seek funding to make their projects a reality. The research projects include:

• Mapping inclusive education at the county, school, and student level in the San Martín province of Argentina.  
• Studying social inclusion of children with disabilities in a community with a seven-year inclusive education program in Bangladesh.
• Analyzing how inclusive education policies are interpreted and translated between the federal, state, and local levels in Brazil.
• Examining how grading practices in Guatemala discriminate against and exclude primary school children with disabilities, hindering them from progressing to upper grades.
• Developing a framework for inclusive education in the Indian context by documenting effective classroom practices of inclusive schools and disseminating them to schools that do not yet practice inclusive education.
• Comparing effective practices and challenges in inclusive education between urban and rural schools in Peru.
• Surveying effective low-cost, low-tech applications to support learners with visual impairments and building the capacity of teachers in Zambia to use them. 

Artiles challenged the teams to think beyond the academy in the dissemination of their eventual research findings. "What do we need to do as a network to advance public scholarship?" he asked. "How do we bring our findings to legislators and professional associations within our countries and regions? How will you leverage your findings to push the system to use what you learn to start a process of change?"

A new network of expertise

The three days of collaboration reflected the Stanford Accelerator for Learning’s theory of change: to bring people together across sectors and geographies to ask new questions, envision new solutions, and expand the body of knowledge about learning. 

Participants repeatedly emphasized that the most useful and meaningful part of the gathering was getting to exchange ideas with inclusive education leaders from other countries doing parallel work in disparate contexts. The three days established a new network to empower local expertise, seed capacity, and share knowledge about inclusive education.

“Somehow, maybe because of the structure of the work during these few days, or because of the people that are here, I feel that we can think together – that I’m not alone and our team is not alone,” said Faissal de Souza. “I think that’s the main principle to building a community and a network.”

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The Harriet W. Sheridan Center for Teaching and Learning

Inclusive teaching through active learning.

• Teaching Resources
• Classroom Practices

Across courses of different sizes, levels and audiences (concentrators and non-concentrators), research suggests that students learn more in classes that integrate active learning (Freeman et al., 2014; Hake, 1998). In fact, research supporting the use of active learning is so compelling that some have suggested it is unethical for instructors to continue to use a purely lecture-based approach (Freeman et al.).

Fortunately, most instructors tend to use a combination of lecture and active learning strategies (Campbell, Cabrera, Michel, & Patel, 2017; Campbell, 2023).

I have found the "pair and share" active learning technique to be incredibly effective in my courses. It helps me pace a lecture, maintain student attention, engage students, and teach material to a class where the proficiency level may vary widely among the students.

What is “active learning”? The term generally refers to teaching strategies that:

• “involve students in doing things and thinking about the things they are doing” (Bonwell & Eisen, 1991, p. 2).
• require “students to do meaningful learning activities and think about what they are doing” (Prince, 2004, p. 1).
• “cognitively engage students in building understanding at the highest levels of Bloom’s taxonomy” i.e., critical thinking skills (National Academies, 2017, p. 3-3).

Active learning allows students to make their own sense of ideas they are encountering and to integrate ideas with what they already know. It also gives students opportunities to practice and apply course concepts, to understand what they have learned, and to identify where there is room to improve (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010; Davidson, 2017). Although simply pausing to ask for questions can achieve this goal for a single student at a time, active learning techniques are valuable for allowing a full class to check and deepen their understanding.

Active learning strategies are also an important component of inclusive teaching because they promote multiple modes of engagement to reach all students — including historically underrepresented groups (Eddy & Hogan, 2014; Freeman et al., 2007; Freeman et al., 2014; Hake, 1998). More extensive use of active learning is associated with higher learning gains (Connell, Donovan, & Chambers, 2015), but as with any teaching strategy, quality of implementation is more important than quantity. Because any new teaching approach takes some adjustment, it works well to start small, trying one or two active learning strategies per class, before engaging in more intensive active learning.

One common misconception is that in order to implement active learning techniques, an instructor must spend all class time on student-centered activities. Although active learning is a critical teaching tool, brief lectures or explanations are also important components of many classes, especially to establish a basic understanding for students new to a subject or, for intermediate learners, to address misconceptions (Wittwer & Renkl, 2008).

Historian  Nancy Jacobs  uses an effective combination of lecture and active learning in her course on South Africa. For the first eight weeks of the term, students learn the history of the country through lectures and discussions. Then, for two weeks, students engage in a role play about the collapse of apartheid. She indicates that the  Reacting to the Past  approach is effective for teaching historical thinking, as well as "deeply empathetic learning" as students embody their roles.

Because “active learning” refers to such a broad range of strategies, this approach is very elastic, taking very little class time or the entire class. Below, we list sample evidence-based active learning activities for a variety of class contexts, organized by in-class time commitment.

Using active learning techniques in your teaching requires only a willingness to try something new in the classroom, gather feedback, and plan an activity that furthers your course learning goals. With any use of active learning, it is important that the activity be more than “busy work” or a “break from lecture.” Rather, the approach should be intentionally selected to allow students to practice a key idea or skill with peer or instructor feedback (Messineo, 2017).

Some instructors report that they need specially designed classrooms to teach using active learning strategies. For the low- and moderate-complexity strategies listed above, a purpose-built facility is not needed. For higher complexity strategies, an intentionally designed space facilitates the process, but there is mixed evidence on its necessity for improved student satisfaction and learning outcomes. Low-tech elements of active learning classrooms, such as multiple whiteboards and flexible seating to allow for collaboration, appear to be the most critical elements (Soneral & Wyse, 2017).

Another commonly cited barrier to active learning is student resistance. Student reactions to any new teaching methods are not uniform, and reactions may even vary over the term, moving, for example, from concerns about grades to peers’ involvement in activities (Ellis, 2015). Faculty’s use of specific explanation and facilitation strategies has been found to be positively associated with student participation in and feedback about active learning (Tharayil et al., 2018). Helpful strategies to mitigate resistance include (DeMonbrun et al., 2017; Wiggins et al., 2017):

• Explaining the purpose or value of an activity. If it is an activity that you have implemented in past years, student quotes about key outcomes can be particularly powerful.
• Previewing what might be challenging.
• Clearly describing the process and what students are expected to produce.
• Inviting questions.
• Walking around the room during an activity, being mindful to check in with non-participating students by asking questions or seeing if they are stuck.

Sometimes, a few vocal students may give the impression that there is more discontent than there is, so collecting student feedback (such as by an  exit ticket ) can give a more accurate picture of the range of student experience.

Instructional approaches that promote student interaction are most likely to enhance student learning in a diverse classroom (Gurin, 2000), and active learning can be a powerful way to promote that exchange. However, whether due to factors such as student-to-student climate issues or lack of participation, good ideas for active learning do not always translate to inclusive learning. Key strategies for making it more effective to that aim include:

For teams and pairs that will be meeting over time, construct the group intentionally. One strategy is to ask students to respond to questions in a 3-2-1 format to help compose groups: (1) What are three characteristics of successful groups for you? (2) What are two strengths that you would bring to the group? (3) Who is one student in the class with whom you would or would not like to work? (adapted from Reid & Garson, 2017). Some instructors also find CATME to be a helpful tool for intentional group assignment. Although there may be times where same- or cross-identity teams are beneficial (Freeman, Theobald, Crowe, & Wenderoth, 2017), it is clear that isolating women or underrepresented groups on a team tends to negatively affect their performance and therefore, should be avoided (Meadows & Sekaquaptewa, 2013).

Professor of biology and engineering Sharon Swartz uses a survey to build teams, asking students to select topics of interest (and not of interest) and provide some background information about themselves, such as academic area. She then uses the surveys to compose the group and finds that "shy students and those who didn't know many class members no longer felt anxious about finding a group to work with, and with 'leaders' distributed among the groups, the group projects improved hugely."

Check in with the group periodically. Scheduled check-ins with group members allow faculty to make adjustments when needed and also provide some accountability for group members. Sharon Swartz also distributes evaluation sheets that allow each student to assess contributions made by each member of the team in terms of (1) intellectual involvement in planning/research, (2) effort toward achieving group goals, (3) cooperation and support of others, and (4) their own contribution. She finds that “students are reassured by knowing that they will have a chance to talk about any challenges that arose in their groups.” Swartz adds, “Typically, knowing that they will be telling me about their experiences with each other ensures that everyone pulls their weight!”

Assign clear roles and expectations. Some research indicates that, especially in STEM contexts, men tend to answer more questions in group presentations, take more technical roles, and underestimate their female classmates’ performance (Grunspan, et al., 2016; Meadows & Sekaquaptewa, 2013). However, one study promisingly suggests that showing students examples of balanced group work in advance (e.g., a video of a presentation or a sample paper) can mitigate these tendencies (Meadows, et al., 2015). Faculty may also wish to assign roles and deliberately rotate them. Defining clear expectations (both verbally and in writing) for classroom participation and group work can also help to include learners who have previously been educated in cultural contexts where active learning techniques may not be as common.

If you would like to discuss active learning strategies for your own classroom, please contact the Sheridan Center for Teaching and Learning for a consultation:  [email protected] .

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This resource was authored by Dr. Mary Wright, Associate Provost for Teaching and Learning, Executive Director of Sheridan Center for Teaching and Learning, and Professor (Research) in Sociology, with input from Sheridan Center colleagues.

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This newsletter was originally published in March 2018 and revised in September 2020 and July 2023.

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Inclusive Education Research & Practice

Over 20 years of research has consistently demonstrated that the inclusion of students with disabilities in general education classrooms results in favorable outcomes. Positive outcomes have been shown for both students with high incidence disabilities (learning disabilities and other “mild” disabilities) and those with low incidence disabilities (intellectual, multiple, and “severe” disabilities). This body of research includes quantitative studies where the standard is replication as well as qualitative studies that aim for complete, detailed descriptions in order to answer ‘how’ questions.

Related Papers

international journal of research in special education

Avinash V Aneraye

The transformational goal of inclusive education is to provide for the varied needs of all students, including those with disabilities, in regular classroom environments. This essay explores the complex topic of inclusive education, looking at the methods used, the advantages realized, and the difficulties faced in providing a fair learning environment for people with disabilities. The methods section thoroughly examines the many tactics and procedures used to carry out inclusive education. These tactics include modified curricula, differentiated education, assistive technology, and teacher professional development. Teachers may establish an inclusive classroom that provides the best possible learning environment for children with disabilities by combining these several approaches. Academic, social, and emotional aspects of the advantages of inclusive education are examined. The benefits of inclusive practices for students with disabilities' social integration, cognitive growth, and academic success are highlighted by research findings. Additionally, inclusive education fosters empathy and understanding in all students by promoting a culture of diversity and inclusion. The path to inclusive education is not without difficulties, though. This study examines the obstacles that hinder the effective execution of inclusive practices, such as inadequate resources, hurdles related to attitudes, and the requirement for continuous professional growth. Additionally, methods for resolving these issues are covered, focusing on the value of community, legislator, and educator cooperation. This thorough investigation adds to the current conversation on inclusive education by offering information to educators, scholars, and decision-makers who want to improve educational opportunities for people with disabilities. Through collective knowledge and resolution of the tactics, advantages, and obstacles related to inclusive education, involved parties may jointly establish an educational environment that is both inclusive and easily accessible to all.

The Journal of The Association for Persons With Severe Handicaps

Diane Ryndak

. International Journal of Academic Research in Progressive Education and Development

This article addresses the inclusion mandate of students with disabilities through a case study. It begins with a review of debates concerning inclusive education and this current qualitative research aims to observe the extend of implementing inclusive education among students with mild learning disabilities in integration programs also known as the Special Education Integration Program for Students with Learning Disabilities. To address the issue, four Special Education teachers were selected as participants in this single site single case study. Data was collected through classroom observations, interviews and document analysis to investigate (1) the pedagogical aspects involve in implementing inclusive education among students with mild learning disabilities and (2) the adaptation made by the teacher in the curriculum prior implementing inclusive education. Result demonstrated that students were involved in both full and partial inclusion. Students with mild learning disabilities were not accompanied by special education teachers and they were fully taught by mainstream teachers who has never undergone any training on special education. The study recommends that students with learning disabilities who attend inclusive program should be accompanied by special education teachers or student management assistant/teacher assistant. It is also suggested that the mainstream teachers should be given appropriate training so that they too have knowledge to assist students to a better and meaningful life.

Duska Fields

A major premise of inclusive education for students with mild-severe disabilities is to provide skills, which enable them to live, work, and participate in an integrated community of life-long learners. Inclusive education would lead these students to greater independence and opportunity to be educated together in age appropriate general education classrooms. Three inclusion models were compared to determine which model would produce higher gains, both academically and socially in a high school multi-disability classroom. All three groups were their own control groups. Students were assigned to groups based on intellectual functioning and individual needs. Each group consisted of students that were relatively higher functioning, relatively lower functioning and students with severe needs. The settings included a general education classroom with adult/paraprofessional interaction, a general education setting with peer interactions or a small group instructional classroom with peer di...

Education Sciences

This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Todd Grindal

International Journal of Special Education

Joanne DEPPELER , Dianne Chambers , Chris Forlin , Umesh Sharma

Joanne DEPPELER , Dianne Chambers

Yolanda Moran

With the special education reform in full swing, many of us teachers — especially general education teachers —find ourselves teaching students with disabilities and possibly collaborating with special education teachers. It is almost certain that more students with disabilities are included in classrooms with their nondisabled peers, and we need to understand how we can support them. First, examine your own beliefs and assumptions about inclusion. Before true inclusion can take place, we must first understand our own beliefs and assumptions about it and acknowledge where we stand on the issue. In order for us to truly support students with disabilities in the inclusion classroom, we must determine the potential benefits of inclusivity. I discuss with my co-teacher my expectations about co-teaching and supporting students with disabilities.

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Can we succeed with inclusive education for sámi pupils.

1. Introduction

2. the sámi context, from the norwegian side, 3. inclusive education, 3.1. inclusive education in norwegian education, 3.2. international research on inclusive education, 4. inclusive education for sámi pupils, indigenisation, 5. conclusions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

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Share and Cite

Somby, H.M. Can We Succeed with Inclusive Education for Sámi Pupils? Genealogy 2024 , 8 , 112. https://doi.org/10.3390/genealogy8030112

Somby HM. Can We Succeed with Inclusive Education for Sámi Pupils? Genealogy . 2024; 8(3):112. https://doi.org/10.3390/genealogy8030112

Somby, Hege Merete. 2024. "Can We Succeed with Inclusive Education for Sámi Pupils?" Genealogy 8, no. 3: 112. https://doi.org/10.3390/genealogy8030112

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Call for Proposals: Implementation of Project on Youth Leadership and Advocacy for LGBTIQ+ Inclusive Education in Japan

Organizational Unit: UNESCO Regional Office in Bangkok, Section for Education Type of Contract:  Contract for Services (Institution/Organization) Duration: January 2025 – March 2026 (15 months) Application Deadline:  23 September 2024, midnight Bangkok time (GMT+ 7:00)

Nature of the consultancy:

UNESCO Regional Office in Bangkok (UNESCO Bangkok) seeks the services of a youth-led/serving organization in Japan to lead the design, implementation, progress monitoring and reporting of a maximum 15-month project aimed at enhancing inclusive education spaces for lesbian, gay, bisexual, transgender, intersex and queer (LGBTIQ+) youth learners in formal education institutions in Japan.

Specific activities will include  co-creating an advocacy approach with students/ student networks, building their advocacy skills for inclusion in education, working closely with them to carry out their advocacy activities, and share with their peers, members of their education community, and the public about the results of their efforts and experiences of their advocacy journey. The advocacy initiatives carried out by young LGBTIQ+ students together with their allies will support dialogue with educators, parents, student-peers, and other youth organizations for creating an enabling education climate that combats discrimination and violence on the basis of sexual orientation, gender identity, or expression (SOGIE) and where all learners feel safe, included and valued.

School-related violence – including discrimination and exclusion – infringes on young people’s right to education and to their good health and well-being. Yet global data highlighted by UNESCO in its global 2019 report on school violence and bullying notes that children who are perceived to be ‘different’ in any way are more likely to be bullied, and that students seen as gender non-conforming, including those who are, or perceived to be LGBT, are more at-risk of school violence and bullying than those who fit into ‘traditional’ gender norms.

Recognizing that no country can achieve inclusive and equitable quality education for all if learners experience violence or feel unwelcome at school, UNESCO Bangkok is keen to engage with youth leaders and learners in the LGBTIQ+ community in Japan to design and implement a suite of work that delivers on the following two outcomes:

• Youth members of LGBTIQ+ networks have strengthened technical and advocacy skills to promote the creation of LGBTIQ+ inclusive learning spaces; and,
• Learning spaces become more LGBTIQ+ inclusive through implementation of tools and approaches by LGBTIQ+ youth leaders, working in partnership with the education sector.

Starting since October 2021, the project aims to ensure that LGBTIQ+ students and allies in education institutions (universities, vocational centres, high schools etc.) are empowered and supported in their leading roles as change agents for inclusion in their education setting. These are the youth leaders involved in advocacy approaches that engage their student peers in order to make their learning environments more inclusive for all learners , in particular those who identify as LGBTIQ+. Additional beneficiaries of this youth-led, social change-advocacy shall include the leadership and staff of education settings where youth leaders are implementing activities, with spill-over benefits to families and the general public. The multi-country project has been implemented in Thailand and Singapore between 2023 to 2024 and is projected to be implemented in Japan and the Philippines in 2025.

In Japan, UNESCO Bangkok seeks to contract the expertise of a local youth-led or youth-serving organization to lead on the design, overall coordination, implementation, monitoring, and reporting of country-level project(s) that will directly engage at least 50 youth learners as partners and beneficiaries in advocating for LGBTIQ+ inclusion in education.    

Under the overall authority of the Regional Director, UNESCO Bangkok, the overall supervision of the Chief of Section for Education, and the direct supervision/guidance of the Regional Advisor on Education for Health and Well-being, the Reference Group for the Project, and working closely with relevant members of the Education for Health and Well-being Team (EHWB), the Contractor is expected to perform the following tasks:

• Carry out a rapid mapping (including desk review and focus group discussions with young people in the target institutions) of the experiences, skills, and other capacity-building needs among LGBTIQ+ and ally students for them to design and implement advocacy for inclusion in their respective education setting(s) that engages their student peers and/or education personnel.
• In each target institution, co-create with students an advocacy plan for LGBTIQ+ learner inclusion that responds to evidence of LGBTIQ+ learners’ needs and priorities documented in Task 1, above. The advocacy plan should generate original advocacy products on LGBTIQ+ learner inclusion, in various formats, that are relevant to the local context and education setting(s);
• Design and deliver relevant skills/capacity-building workshop(s) for advocacy on LGBTIQ+ learner inclusion that respond to the needs identified in the rapid mapping in Task 2, above. At least one of these skills-building workshops for the 50 youth student project beneficiaries will be focused on understanding and targeting gender norms in LGBTIQ+ inclusion advocacy and will replicate initial training provided by UNESCO to the Contractor on this topic (see Task 8.i, below).
• Incorporate any new or adapted tools for advocacy on LGBTIQ+ learner inclusion in the delivery of skills/capacity-building workshop(s) in Task 3) above;
• Provide overall coordination of, and implementation support (e.g. through online mentoring) to LGBTIQ+ and ally students, on their advocacy plan, activities, and products that have been co-created in Task 2, above. Amplify the reach of the advocacy through diverse (digital and non-digital) channels as appropriate;
• Provide, where relevant , technical and/or financial support (e.g. through small grants) for youth student project beneficiaries to implement their advocacy plan, activities, and products;
• Track and document the progress of implementation by youth student project beneficiaries of their advocacy plan, activities, and products through routine monitoring reports, stories, or other means, capturing project reach and results in digital and non-digital formats (e.g. social media engagement; event participation lists etc.); and,  
• Participate in training workshop(s) and meetings organized and financed by UNESCO for youth organizations in the different project countries (dates to be confirmed in consultation with the Contractor and in coordination with other partners). Specifically, this will include:
• An in-person, 3-day master training workshop on understanding and targeting gender norms in LGBTIQ+ inclusion advocacy, followed by a supplementary, online booster training, if needed;
• Quarterly online meetings of the regional Project Reference Group;
• Ad-hoc online training workshops of the Project Reference Group’s sub-groups on Communications OR Monitoring & Evaluation; and,
• An in-person, regional learning exchange to share the achievements, challenges, lessons learned and next steps of youth student project beneficiaries’ advocacy for LGBTIQ+ learner inclusion. 

The contractor will be required to work for a maximum period of 15 months spanning the period January 2025 to March 2026 .

The Contractor shall submit the following deliverables (submission dates provisional ):

• Inception narrative report containing: methodology for recruiting youth student project beneficiaries and their institutions to the project; updated workplan and implementation timeline; and, methodology for carrying out the rapid mapping  (maximum 10, A4 pages, excluding annexes)  (28 February 2025)  
• Interim narrative progress report on all project activities carried out up to that time, including status updates on: results of recruitment process and the rapid mapping, any capacity building workshops implemented with youth student project beneficiaries; and, advocacy tools adapted or created for training activities (maximum 10, A4 pages, excluding annexes) (30 May 2025)
• Interim narrative progress report on all project activities carried out up to that time, including status updates on: implementation by/with youth student project beneficiaries of their advocacy plan, activities, and products, including reporting on numbers reached and results achieved, (maximum 10, A4 pages, excluding annexes)  (30 September 2025)
• Terminal report to close out the project , covering all project activities carried out under the project, including  reporting on how the efforts of the youth student project beneficiaries are being promoted and disseminated, plans for next steps, and appendices of all advocacy products created, (maximum 25, A4 pages, excluding references and annexes) (31 March 2026 )

The contractor may be required to travel to carry out the tasks specified in the work assignment. A detailed travel cost should be presented and indicated as to be allocated within the contract fee (as part of a lump sum) to cover the daily subsistence allowance (DSA) and the cost of tickets for any authorized travel. No additional travel expenses beyond the agreed lump sum will be reimbursed. The DSA is only applicable to individuals undertaking assignments outside their usual place of residence or work. The contractor is responsible for arranging their own travel.

The contractor will be directly supervised by, and report to the Regional Advisor on Education for Health and Well-being, UNESCO Bangkok. In addition to the submission of contract deliverables, the contractor will routinely engage with the Regional Advisor and members of the Education for Health and Well-being team through emails and virtual meetings. Upon commencing the consultancy, the contractor will participate in an initial online meeting with UNESCO Bangkok to reconfirm the parameters of the consultancy and to update, as needed, the consultancy approach to work and timeline, to define required sub-tasks and interim outputs to be carried out as contractor and the supportive inputs required from UNESCO and collaborating partners on the respective activities.

Institution/Organization Qualifications

Qualifications:

• Must be a legally constituted entity and have demonstrated capacity for receiving, administering and reporting on project funds provided by a UN organization;
• Must have demonstrated subject matter expertise in one or more of the following: education, gender, human rights, social inclusion and social justice, public policy, social work or other social sciences.

Experience:

• Must have minimum 3 years of related professional experience working with, or on behalf of young people, including LGBTIQ+ young people. Submission at least two (2) references/supporting examples of relevant projects previously managed.
• Must be able to engage in project implementation meetings with/organized by UNESCO,  and provide written technical and financial project reports in the English language.
• Demonstrated previous experience working with the UN and/or other multilateral, bilateral or civil society development partners (Desirable).
• Demonstrated   previous experience working with formal education institutions, including with teachers and education personnel in leadership roles. (Desirable).

Skills: 

• Strong project management skills, including the ability to manage timelines, coordinate with multiple stakeholders, and ensure the timely delivery of high-quality outputs.
• Proficiency in designing and delivering training workshops that are engaging, effective, and tailored to the needs of LGBTIQ+ youth and their allies.
• Competence in conducting advocacy campaigns.
• Ability to use digital platforms and tools to support advocacy work, facilitate online collaboration, and deliver virtual training sessions.

Language Requirements:

• The Institution/Organization must have a high level of proficiency in English, both written and spoken, to ensure clear communication and the production of high-quality reports and materials.
• Proficiency in Japanese is highly desirable to facilitate effective communication with local stakeholders and ensure the cultural relevance of advocacy activities.

Lead Consultant 

Education: 

• Advanced degree (at least Bachelor’s degree) in any of the related areas: education, gender, human rights, development studies, public policy, social work or other social sciences or public health;

Experience: 

• 3-5 years of experience in relevant technical areas, including from among the following: youth development; gender equality and social inclusion; human rights literacy and access to justice; health and well-being equity. 
• Demonstrated  experience in project management in any of the technical areas mentioned above. Submission at least two (2) references/supporting examples of relevant projects previously managed.
• Demonstrated  previous experience in the design and delivery of interventions for youth mobilization and capacity-building among socially marginalized groups.

Skills/Competencies:

• Excellent analytical, writing and communication skills, as demonstrated with at least one writing sample.
• Understanding of the social and political sensitivities associated with youth sexual and reproductive health and rights; HIV responses, including the needs of young key populations; LGBTIQ+ inclusion; SOGIE-based discrimination and violence (Desirable);
• Demonstrated previous experience working with formal education institutions, or with learners, teachers and other education personnel in formal learning settings (Desirable).
• Fluency in spoken and written English.

Junior Consultant:

• Minimum 1 year training or experience in a field related to civic engagement, education, social sciences or social justice work;
• Demonstrated  experience in working with youth-led groups or networks, including for/with LGBTIQ+ young people. This expertise must be demonstrated with at least one (1) reference/supporting example of relevant project implementation support.  
• Experience in creation and use of communication tools and approaches (Desirable)
• Fluency in spoken and written English

The consultancy is open to suitably qualified youth-led or youth-serving institutions/ organizations working in Japan.

Suitably qualified organizations that satisfy the eligibility criteria are invited to submit an Expression of Interest in these TORS, composed of both Technical and Financial Proposals. Organizations must be youth-led or youth-serving organizations, including those based within educational institutions. 

Your entire Expression of Interest should be in English and should not exceed 10, A4 pages , including reference to relevant examples/reports of successfully carrying out similar or comparable assignments.

A. Technical Proposal (maximum 10 A4 pages)

Your technical proposal must include the following information:

• A cover letter identifying relevant contact information (organizational name, telephone and email address) and why you are interested in the consultancy and the project theme.
• Description of the innovative approach that you will use to carry out the consultancy that will include the compulsory tasks of the Work Assignment (Item II. of these TORs): ie. mapping of student experiences and advocacy skills gaps; skills-building workshop(s); co-creation of advocacy activities, products and messages; and, delivery of an advocacy campaign or other advocacy initiative, for, by and with LGBTIQ+ students in their respective learning settings. 
• Details on the targeted learning setting(s) (e.g. university, vocational centre, school etc.), the minimum 50 targeted students/ student networks of youth (with priority attention on young people under age 25) and any other partners and allies who will be recruited to and involved in the project, along with their roles. 
• Timeline for delivering the key activities and expected deliverables.
• Rationale as to why your organization is best suited to carry out this work with UNESCO’s support, together with relevant examples that demonstrate your experience carrying out similar initiatives (see Item VI.) of these TORs on Qualifications and Experience Requirements).
• CVs of all the qualified key personnel that will lead/contribute to this assignment, along with information on their respective role(s) in project coordination, implementation, monitoring and reporting  (see Item VI. of these TORs on Qualifications and Experience Requirements).
• Profile of the Institution/Organization.

B. Financial Proposal (Please see Annex I below)

• Annex I: Financial Proposal Template *
• Annex II: Form AM 7-4 Contract for services *

*These files will be accessible for three months after the announcement was first published. If you have any difficulties accessing the documents, please contact ehwb.bgk(at)unesco.org .

Interested organizations may submit a price proposal quoted in US dollars for all project expenses related to the maximum 15-month implementation period. 

Your financial proposal should provide an itemized, detailed breakdown of all costs associated with carrying out the consultancy, including: coordination/ management or running costs; training expenses, small grants to students/student networks to implement their advocacy activities, if relevant; personnel hours for time on tasks delivered by relevant team members etc.  For an example of a financial budget proposal template, please see Annex I.

Note: At least 80 percent of the total project budget should go to activity costs, including small grants implemented directly by youth student project beneficiaries. 

UNESCO places great emphasis on ensuring that the objectives of the work assignment, as described in the Terms of Reference, are met. Accordingly, in evaluating the proposals for the assignment, attention will focus first and foremost on the technical elements. From those proposals deemed suitable in terms of the criteria in the Terms of Reference, UNESCO shall select the proposal that offers the Organization the best value for money. 

The Expression of Interest must be received by email at  ehwb.bgk(at)unesco.org no later than  23 September 2024, midnight Bangkok time (GMT+ 7:00) . Only complete applications submitted before the deadline will be considered.  Any Expressions of Interest submitted after the deadline will automatically be disqualified from the process.

Queries of a technical nature about these TORS may be directed to:  ehwb.bgk(at)unesco.org 

Due to the large number of applications we receive, we are able to inform only the successful candidate(s) about the outcome or status of the selection process.

#CallForProposals #EducationForHealth

More from UNESCO Bangkok

Related items.

• Country page: Japan
• Region: Asia and the Pacific
• UNESCO Office in Bangkok and Regional Bureau for Education
• SDG: SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
• SDG: SDG 3 - Ensure healthy lives and promote well-being for all at all ages
• See more add

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India Sri Lanka Joint Call for Workshop Proposal

The Ministry of Education, Research and Innovation Division, Government of the Democratic Socialist Republic of Sri Lanka and the Department of Science and Technology (DST), Government of India renewed the Programme of Cooperation (PoC) in Science and Technology, on August 14 th 2022. In terms of the PoC, funding can be made available for selected Joint S&T workshop proposals in bilateral mode involving scientist & technologists from India and Sri Lanka, in the following areas:

• Food Technology
• Plant base medicines
• Robotics & Automation
• Renewable Energy
• Waste Management
• Information and Communication Technology
• Sustainable Agriculture
• Aerospace Engineering
• Big data analysis
• Artificial intelligence
• Any other area of S&T with national relevance (with Justifications)

The Ministry of Education, Research and Innovation Division and DST (hereinafter referred to as the “Implementing Agencies”) hereby invite Indian and Sri Lankan scientists/researchers to submit proposals for Bilateral Workshops in any of the above areas in terms of the provisions herein set out.

1. APPLICATIONS

a. An Application shall –

• be for a Joint S&T Workshop as herein provided
• be made simultaneously by a counterpart Team in each country as hereinafter provided
• be made by the Leader of a team of scientists in each country (Team Leader), to the respective Implementing Agency of his/her country, simultaneously. Both Applications shall be identical. Since all proposals are joint proposals, it is expected that consultations would have been held between relevant counterpart Institutions in the other country prior to the submission of an Application
• be in English and shall be in the Form prescribed by the relevant Implementing Agency
• be required to be submitted by the dates set out below

b. Important dates:

Starting date of Call: 01 September 2024 (IST)

Closing date of Call: 15 October 2024, 5:30 PM (IST)

c. How to Apply:

• The completed Application Form and all relevant, clearly labeled attachments should be forwarded to motrird[at]gmail[dot]com in a single email by 15 October 2024.
• Two (02) hard copies should be forwarded to the relevant Implementing Agency by 15 October 2024.
• Only applications endorsed by the competent authority will be accepted.

ii. For India Applicants

          Interested Indian applicants should:

• Submit their proposals on format available at www.onlinedst.gov.in by 5:30 PM IST on 15 October 2024 . After registration, they should move to scheme and format section where details about this call would be available in the International Cooperation (bilateral).
• Applicants should ensure that their applications with identical titles has been submitted by their Sri Lanka partners to the Ministry of Education, Research & Innovation Division by due date.
• Applications which are not submitted on online e-PMS portal will not be accepted. There is no need to submit any hard copies to DST.

d. An Application shall be rejected if –

• the Application required to be submitted by email and the hard copies thereof are not received by the respective Implementing Agency by the dates mentioned above.
• It is not in the Format prescribed by the relevant implementing Agency
• It is incomplete and does not contain the information required to be submitted in terms of the prescribed Form to enable an assessment to be conducted.
• If applicants submit multiple applications against this call.

2. BI- LATERAL WORKSHOPS

a. Requirements of Workshops

A Bilateral Workshop Shall –

• be on a theme which falls within any of the above area
• should have a co- organizer from India and Sri Lanka
• should be for participants from both countries. It is expected that the host country will have a large number of participants than from the visiting country.
• There shall be only one Co-PI and that should be from the Institution of PI. The Co-PI is compulsory for each side. In case, PI is unable to organize the workshop then the Co-PI of the same Institution shall organize it within the given time frame.
• PI needs to submit the tentative schedule and list of speakers (PAN India) along with the proposal. It shall be helpful for the committee to take their decision.
• If the proposal gets recommended, PI needs to submit the required documents to their respective funding agencies within 3 months. After receiving the funds, PI shall not take more than 12 months to organize the workshop otherwise his candidature shall be cancelled.

b. Financial support available

Funding will cover the following expenses –

• International return economy airfare for participants will be met by the sending country.
• The medical and travel insurance of the visiting participants will be met by the sending country
• Local hospitalities including accommodation, local transport and per diem etc. for visiting scientists will be met by the host country
• Local Organizational expenses (as per recommendation of assessment committee) will be met by the host country
• Maximum budget per project may be up to INR 7 Lakhs for Indian Side and 2.5 Million Sri Lankan Rupees for Sri Lankan side.

*“Host Country” is the country in which the workshop will be held.

**“sending country” is the country from which participants will be sent to attend the workshop.

3. ASSESSMENT OF APPLICATIONS

The following procedure will be followed in assessing valid Applications-

• All valid Applications will be submitted for peer review process and shall be referred to an independent Advisory Panel thereafter for rating in terms of the criteria set out in paragraph (e) below.
• Applications that attain a positive rating will be eligible to be considered for funding
• A Joint Committee comprising representative of the implementing Agencies will, upon a consideration of the rating, determine which proposals will receive funding. Such a decision will subject to availability of funds.
• Decisions made by the Joint Committee shall be final.
• The criteria that will be taken into consideration for rating are the following-
• Conformity of the project objectives with national policy
• State of scientific capacity
• Rationale for cooperation
• Novelty of scientific
• Industrial development
• Technology capacity building
• Science and technology human resource development
• Budget requested
• Approval and support by host institutions
• Feasibility of proposal; and
• Profile of Team Leaders/PIs

4. When an Application is selected for funding support, the respective Implementing Agencies will notify the Team Leader of the project, accordingly.

5. DOCUMENTS TO BE SUBMITTED ARE AS FOLLOWS:

• Undertaking by the Heads of the collaborating Institutions (As per given format, Annexure-I)
• CV of the Indian PI and Co-PI (as per the given format, Annexure-II)
• CV of the Sri Lankan PI and Co-PI (as per the given format, Annexure-II)
• Proposed Schedule of workshop and list of speakers

6. Contact Details: The following may be connected for further details and clarifications, if any-

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