Ahmed Abdelhakim Hachelaf Education Specialist Generations for Peace- Amman Jordan

Hi everyone. Ian Macpherson from GPE, based in Washington DC. Happy to be here.

Christy Fellner, Director of Child Protection and Education Team at World Vision US. Based in DC

Hi everyone - I'm Amy Crompton - Global Education Specialist at Childhood Education International. Zooming in from Asheville, NC

Tanvir Muntasim, GPE. Based in DC. Looking forward to the discussions.

Welcome everyone! This is Christa Giesecke at Global Campaign for Education-US

Emily Davis, Strategy for Humanity, zooming from DC

Welcome, all! This is Jennifer Rigg with GCE-US. Please introduce yourselves here in the chat box.

Please find above the file with the full agenda and speaker bios. We're looking forward to many exciting presentations.

Hello everyone, this is Steve Luke, Senior Technical Advisor, Global Education at FHI 360.

Hi, Steve Klees, faculty in the International Education Policy program, University of Maryland and member of TAP, The Alternatives Project

This larger file provides all presentations, materials and links referenced, thanks to speakers and partners.

Please share questions for speakers here - we’d love to hear from all of you!

Good afternoon to organizers and presenters and co-participants. Oluwafunmilayo Olalusi from Nigeria.

For future reference, here’s the KIX video link: https://youtu.be/Wm60b3sKaqE

Good morning everyone!Bhim BK, PDRC International

Welcome! Please share your questions/comments for speakers here.

Is there a possibility of collaboration on inclusive education projects in Mauritius? if so what would be the procedure?

File with meeting materials and links, as Ian just referenced.

https://www.globalpartnership.org/news/gpe-knowledge-and-innovation-exchange-kix-awards-22-grants-respond-education-challenges

Has disability inclusion been incorporated into any of those thematic areas?

https://www.gpekix.org

Ian, how does KIX deal with the fact that knowledge, "best practice" is always debated? Critiques of the World Bank's SABER, GEEAP, and Dashboard make this clear. What is the relation of KIX to these efforts?

Thank youuuuu <3

Thank you!

Absolutely, Steven Klees - KIX projects always start with an analysis how promising or proven innovation for education might be need to be adapted and locally contextualized in order to have optimal impact in different places, for different people.

Being oriented to national policymakers demand for knowledge doesn't get around that the knowledge they seek is debated as is "optimal impact."

Thank you!

Happy 20th!

Under the inclusive education, is there any specific priorities for “Dalit” children’s access to education who are still discriminated and excluded. Specially for Nepal. This is is more talked but neglected in practice. So, there should be special program for Dalit school and higher education.

https://www.ungei.org/publication/eie-genkit

Ian, how much is KIX look at what is "good practice" is determined by research focused on test score improvement -- which is only a very narrow slice of what education good practice should be oriented to?

Thank you, Antara for that exciting presentation!

How can meaningfully integrating gender-responsive education sector planning early on reduce the enrollment drop off you mentioned of girls at the secondary education level?

Indeed, the response really needs to be multi-sectoral and inclusive. Thank you for highlighting that!

Thank you for the presentation! To what extent are you looking at financial barriers to girls’ access, esp school fees?

Thank you!

https://www.amplifygirls.org/updates-on-our-work/2021/6/14/understanding-the-barriers-to-girls-school-return-girls-voices-from-the-frontline-of-the-covid19-pandemic-in-east-africa

Questions about the Understanding the Barriers to Girls' School Return: Girls' Voices from the Frontline of the COVID-19 Pandemic in East Africa study?

@Steve: I agree education good practice is broader than test score improvement. KIX is not overtly focused on how different organizations conceptualize evidence and/or good/best practice.

What was the weight of "can't go because of caregiving/ livelihood earning" reasons for girls who are mothers to not go to school versus "scared of stigma, not allowed, can't catch up"?

^^^Have the same question

Thanks Bhim BK for highlighting the importance of inclusive education for Dalit children earlier: Under the inclusive education, is there any specific priorities for “Dalit” children’s access to education who are still discriminated and excluded? Specially for Nepal. This is is more talked but neglected in practice. So, there should be special program for Dalit school and higher education.

Colleagues, I have to leave now for another meeting. Thank you very much for this opportunity!

Has anyone come across such programming?

Thank you very much for joining us and presenting, Antara!! It was a pleasure having you on the call.

I also have to run. Thank you. Will watch recording.

Thank you for joining!

We will send out all of the resources in a follow-up email.

Thank you for all of these interesting and informative presentations - really appreciate all of the sharing!

Very interesting presentation. Were any services provided for the infants of adolescent girls, who tend to be pre-term and/or low in birth weight and developmentally delayed? Also attention to the girls’ needs for child care and parenting education and support? Essentially, a two-generation approach…

World Vision has a SIKHAI project in Nepal that is focused on inclusive education and does take into account caste as one of the vulnerabilities (with faith, disability and gender). I don't have the details on detailed specific activities to address their specific needs. If you email me I can link you to our project manager. ewinter@worldvision.org

Full report at: https://www.amplifygirls.org/s/AMPLIFY-Girls-Promising-Practices.pdf

Thank you, Edward!

More about Magis Americas: https://www.magisamericas.org/

Questions / comments for Mariana?

Hi Mariana, sounds like such a great initiative! You mentioned the online modality and I was curious about how the physical representation of a red chair representing out-of-school children could be made evident online. Have most of the schools in the settings Magis works in returned to in-person classes for the children at this point?

Thank you, all!

Just on a personal note, my book, The Political Economy of Education in South Asia: Fighting Poverty, Inequality and Exclusion, will be published soon by the University of Toronto Press…it will be available in market in four form…

Thanks for including us. Goodbye everyone.

Very informative and illuminating presentations

https://bit.ly/SeptCoalitionMeeting

Thank you!

For the next coalition meeting on September 29th

Thanks for the excellent presentations