Disability under Siege - Development Award

世界人口的15%，即10亿人患有某种形式的残疾，而在贫困和冲突加剧的中低收入国家，这一比例甚至更高（世界银行，2018年）。此外，残疾还有一个重要的性别层面，低收入和中等收入国家四分之三的残疾人是妇女。残疾对社会经济结果产生负面影响，包括教育、就业和社会参与，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背景下规划、审查和发展这一工作体系，以便在实现以包容性优质教育为重点的可持续发展目标（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为残疾人提供教育所带来的挑战是一个全球性问题，但本项目的工作侧重于一个特定地区：中东，特别是黎巴嫩、约旦和巴勒斯坦等国。之所以选择这个地区，是因为它提供了一个不同的冲突和危机背景，通过这个背景，可以加强以残疾为重点的冲突和危机中的教育这一主题的理论和经验证据基础。该地区的项目团队成员和合作伙伴已经确定了理解、挑战和共同创造理解残疾的新方式的重要性，并将其作为解决实施包容性优质教育挑战的先决条件，这是一项全球性挑战，在中低收入国家加剧，在冲突和危机背景下进一步加剧。该发展奖将用于与当地组织建立公平的伙伴关系，制定研究和政策，通过包容性研讨会收集和传播信息，开发教育培训材料，以及开展一系列遗产建设活动，以确保该奖项的成果为未来的受益者所利用。每一项计划中的行动和活动都是为了提高对向残疾人提供教育的问题的认识，并提高这种教育的质量，以支持那些最需要的人。该奖项将允许该地区的当地合作伙伴组织根据他们的直接经验，带头确定他们认为最棘手的问题。将从联合国教科文组织等国际组织到当地学校和教育专家等各个层面汲取专业知识和知识，以便分享最佳实践和建设能力。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、教育和经济效益。将与学校共同编写培训和教育材料，并建立学术网络，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，该奖项小组希望通过增加经济活动的潜力和消除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.