Disability under Siege - Development Award

世界上15%的人口--10亿人--患有某种形式的残疾，贫困和冲突加剧了中低收入国家的残疾患病率(世界银行，2018年)。此外，残疾还有一个重要的性别层面，在低收入和中等收入国家中，有四分之三的残疾人是妇女。残疾对包括教育、就业和社会参与在内的社会经济成果产生负面影响，而残疾的性别层面加剧了妇女和女孩的这些结果。因此，有必要在冲突和危机的背景下对这一工作进行规划、审查和加强，以便在实现侧重于包容性优质教育的可持续发展目标(特别是联合国可持续发展目标4.2、4.5、4.6、10.2和10.3)方面取得有意义的进展。虽然在受冲突影响的国家提供残疾教育所带来的挑战是一个全球性问题，但该项目的工作侧重于一个特定区域：中东--特别是黎巴嫩、约旦和巴勒斯坦国家。之所以选择这一区域，是因为它提供了一种不同的冲突和危机背景，借此加强关于冲突和危机中的教育主题的理论和经验证据基础，重点是残疾问题。该区域的项目组成员和合作伙伴已确定并优先重视了解、挑战和共同制定了解残疾的新方法的重要性，将其作为解决在实施包容性、优质教育方面的挑战的先决条件，这是一个全球性挑战，在LMIC国家加剧，在冲突和危机的情况下进一步加剧。这一发展奖将用于发展与当地组织的公平伙伴关系，绘制研究和政策地图，通过包容性讲习班收集和传播信息，编写教育培训材料，并开展一系列遗产建设活动，以确保为未来的受益者推广该奖项的成果。计划中的每一项行动和活动都旨在提高人们对残疾人教育问题的认识，并提高这种教育的质量，以便在他们最需要的地方提供支持。奖励将使区域内的当地伙伴组织能够根据他们的直接经验，带头确定他们认为最有问题的问题。将从各级，从教科文组织等国际组织，到当地学校和教育专家，汲取专门知识和知识，以便分享最佳做法和建设能力。该奖项团队将直接与当地社区分享成果，为所有参与者追求社会、教育和经济利益。将与学校一起开发培训和教育材料，并将建立学术网络，以推动改善残疾人教育成果的议程。通过提供更有效的教育，该奖项团队希望通过增加经济活动的潜力和削弱残疾人因受教育机会有限而遇到的社会障碍，加强摆脱贫困的途径。

15% of the world's population - 1 billion people - experience some form of disability, with the prevalence even higher in lower- and middle-income countries exacerbated by poverty and conflict (LMIC) (World Bank, 2018). Furthermore, there is a significant gendered dimension to disability, where three quarters of disabled people in LMICS are women. Disability negatively affects socio-economic outcomes, including education, employment and participation in society, and the gendered dimension of disability exacerbates these outcomes for women and girls. Therefore, the need to map, review and build on this body of work in contexts of conflict and crisis is essential in order to make meaningful progress toward meeting the SDGs focused upon inclusive quality education provision (specifically UN Sustainable Development Goals 4.2, 4.5, 4.6, 10.2 and 10.3). While the challenges arising from provision for disability in education in conflict-affected states is a global issue, the work of this project focuses on one specific region: The Middle East - and specifically the countries of Lebanon, Jordan and Palestine. This region has been chosen as it provides a differentiated conflict and crisis context through which to strengthen the theoretical and empirical evidence base on the subject of Education in Conflict and Crisis with a focus on disability. Project team members and partners in the region have identified and prioritised the importance of understanding, challenging and co-producing new ways of understanding disability as a pre-requisite for addressing the challenges in implementing inclusive, quality education, a global challenge exacerbated in LMIC countries and further compounded in contexts of conflict and crisis. This Development Award will be used for developing equitable partnerships with local organisations, mapping research and policy, gathering and disseminating information via inclusive workshops, developing educational training materials and constructing a range of legacy-building activities to ensure the outcomes of the Award are taken forwards for future beneficiaries. Each of the planned actions and activities are intended to raise awareness of issues surrounding education provision for those with disabilities and to improve the quality of this education to support those where they need it most.The Award will allow local partner organisations in the regions to lead on the identification of the issues they feel are most problematic based on their direct experiences. Expertise and knowledge will be drawn from all levels, from international organisations such as UNESCO, to local schools and educational experts, in order to share best practice and build capacity. The Award team will share outcomes directly with local communities in the pursuit of social, educational and economic benefits for all of those involved. Training and educational materials will be developed in conjunction with schools and academic networks will be established to drive forwards the agenda of improving educational outcomes for those with disabilities.By providing more effective education, the Award team hopes to reinforce a pathway out of poverty by increasing potential for economic activity and eroding social barriers experienced by those with disability as a result of limited access to education.