International development - inclusive education programme: call for proposals

Footnotes

1 The Scottish Government broadly considers UNESCO’s 2017 Inclusive Education Guide and the Global Partnership for Education’s report ‘Leaving No One Behind’ to be credible and authoritative sources of what inclusive education means in practice – which includes helping learners with disabilities and special education needs as part of a broader commitment to valuing the presence, participation and achievement of all learners, regardless of their contexts and personal characteristics

2 https://www.gov.scot/publications/stakeholder-engagement-workshops-scotlands-feminist-approach-foreign-policy-evidence-report/pages/1/

3 Due to the nature of the programme we have not required responses on reducing emissions or mitigating climate change. However, Scottish Ministers welcome creative thinking and commitment in how to build and shape sustainable solutions and supply chains for African countries ensuring that a key consideration in how our supply chains are shaped includes minimising emissions, sustainable use of resources (energy, materials, water), underpinning a circular economy and supporting our Carbon Management Plan.

4 The Scottish Government. 2016. https://www.gov.scot/publications/global-citizenship-scotlands-international-development-strategy/.

5 The Scottish Government. 2023. https://www.gov.scot/policies/international-development/2020-covid-19-review/

6 The Scottish Parliament. 2021. https://www.parliament.scot/chamber-and-committees/debates-and-questions/questions/2021/03/02/s5w35666?qry=%22white%20gaze%22

7 A Guide for ensuring inclusion and equity in education; 2017 - 248254eng.pdf (unesco.org)

8 For reference, see SG policy on this: 2 Key Features of Inclusion and Developing Inclusive Practice - Presumption to provide education in a mainstream setting: guidance - gov.scot (www.gov.scot)

9 https://www.worldbank.org/en/topic/education/brief/inclusive-education

10 https://unesdoc.unesco.org/ark:/48223/pf0000385723

11 https://unesdoc.unesco.org/ark:/48223/pf0000386852

12 Malawi Vision 2063 (PDF)

13 Glasgow City Council also has links with Malawi that can be made use of – see 'This trip has changed lives': Glasgow teachers project links city schools with Malawi | Glasgow Times

14 See also the Review of the Small Grants Programme International Small Grants Programme: review (published October 2020)

15 More information on our previous Malawi projects

16 More information on our previous Zambia projects

17 More information on our previous Rwanda projects

18 More information here on British Council Scholarships in Pakistan

19 https://www.oecd.org/dev/NetFWD_Covid-EDU_Study.pdf

20 Learning loss from Covid in Sub-Saharan Africa: Evidence from Malawi (worldbank.org)

21 Note that the Programme will operate in Zambia in Central Province only. Note also that historically, pre implementation of the new International Development Strategy in 2016, SG projects in Rwanda had no geographic restrictions, hence some being focused in Southern and Western Provinces.

22 The needs analysis is published online (PDF)

23 Terminology concerning disability and additional support needs may vary from country to country.

24 Global education monitoring report, 2023: technology in education: a tool on whose terms? - UNESCO Digital Library

25 For example, the outcomes listed in National Education Sector Investment Plan 2020-2030 and National Strategy On Inclusive Education 2017-2021 of Malawi, Zambia’s Eighth National Development Plan and its Education and Skills Sector Plan 2017-2021 and Rwanda’s education sector plan,

26 For example, the World Bank’s proposed Learning Poverty indicator

27 We will supply guidance to successful applicants on what gender analysis should include

28 Supporting delivery of inclusive education programming across our three African partner countries would allow increased potential to learn and share lessons between project locations and with other stakeholders as well as helping to support south-south learning also.

29 An independent safeguarding assessor will inform the assessment of proposals.

30 OECD. 2005. The Paris Declaration: http://www.oecd.org/dataoecd/11/41/34428351.pdf

31 We expect that during the inception phase, the successful applicant will present a workplan and detailed budget for Year 1 and indicative budgets for subsequent years.

32 Applicants are expected to have their own understanding of what theories of change are and how to use them appropriately, but may find the following resource useful: Theory of Change - good practice.pdf (betterevaluation.org)