Inclusion

Event
  • 23.04.2026

5th Africa Teachers Webinar Series: Supporting teachers to reach vulnerable learners

A new webinar series is bringing together policymakers, practitioners and partners to explore how education systems across Africa can better support vulnerable learners, through stronger teaching and more inclusive classroom practices.

Organized by UNESCO’s International Institute for Capacity Building in Africa (IICBA) and co-sponsored by regional and global partners, the Africa Teachers Webinar Series places teachers at the centre of efforts to deliver more inclusive and equitable education.

The fifth set of webinars, Improving Educational Opportunities for Vulnerable Groups, will take place over three sessions:

  • 28 May (3:00 PM EAT) – Disadvantaged girls
  • 18 June (3:00 PM EAT) – Refugees and internally displaced persons
  • 9 July (3:00 PM EAT) – Out-of-school children

Across the series, discussions will highlight how teachers can adapt their practice, respond to diverse learning needs, and play a critical role in reaching those furthest behind, from crisis-affected contexts to learners at risk of exclusion.

By sharing practical approaches and policy insights, the webinars aim to strengthen teacher capacity and support more inclusive classrooms across the region.
 

👉 Register: https://www.iicba.unesco.org/en/webinars-events
 

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Event
  • 23.04.2026

5th Africa Teachers Webinar Series: Supporting teachers to reach vulnerable learners

A new webinar series is bringing together policymakers, practitioners and partners to explore how education systems across Africa can better support vulnerable learners, through stronger teaching and more inclusive classroom practices.

Organized by UNESCO’s International Institute for Capacity Building in Africa (IICBA) and co-sponsored by regional and global partners, the Africa Teachers Webinar Series places teachers at the centre of efforts to deliver more inclusive and equitable education.

The fifth set of webinars, Improving Educational Opportunities for Vulnerable Groups, will take place over three sessions:

  • 28 May (3:00 PM EAT) – Disadvantaged girls
  • 18 June (3:00 PM EAT) – Refugees and internally displaced persons
  • 9 July (3:00 PM EAT) – Out-of-school children

Across the series, discussions will highlight how teachers can adapt their practice, respond to diverse learning needs, and play a critical role in reaching those furthest behind, from crisis-affected contexts to learners at risk of exclusion.

By sharing practical approaches and policy insights, the webinars aim to strengthen teacher capacity and support more inclusive classrooms across the region.
 

👉 Register: https://www.iicba.unesco.org/en/webinars-events
 

Read more
Event
  • 21.04.2026

Strengthening teaching practice through evidence: Webinar on pedagogical practices in Latin America and the Caribbean

SUMMA and the Organisation of Eastern Caribbean States, through the KIX LAC Hub and with support from the Global Partnership for Education and Canada’s International Development Research Centre, will host a webinar on Thursday, 30 April as part of a Knowledge Mobilization Cycle on the use of evidence in teacher policies and practices.

The session will focus on classroom teaching and effective pedagogical practices, examining how to strengthen teaching in response to persistent gaps in foundational learning across Latin America and the Caribbean. It will bring together perspectives from ministries of education, teacher education institutions and regional organizations, with practical insights from diverse country contexts.

The webinar is intended for government representatives, academic institutions and education stakeholders working to improve the quality and inclusiveness of education systems.
 

Event details

Date: Thursday, 30 April
Time: 11:00–12:30 (Santiago, Chile, GMT-4)
(Please check your local time)

Register your participation here.

 

Agenda highlights

Opening and welcome

  • Pedro Garret, KIX LAC Hub, SUMMA

Effective practices and innovation for foundational learning

  • Rafael Carrasco, SUMMA

Quality teaching and regenerative education models

  • Rafer Gordon, OECS

Panel: Improving pedagogical practice in challenging contexts

  • Honduras: Applied research for transforming teaching practice
  • Saint Vincent and the Grenadines: Teacher education in crisis contexts
  • Guatemala: Pedagogical practice within the National Literacy Strategy

Interactive dialogue and closing remarks
 

This session will contribute to ongoing efforts to connect evidence, policy and practice, supporting teachers to respond to diverse classroom realities and improve learning outcomes.

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Blog
  • 13.04.2026

Every teacher matters: A conversation with Deputy Headteacher Nic Spearman on leadership, disability and inclusion

This interview with Nic Spearman, Deputy Headteacher at King John School in Essex, U.K., was originally published on the UNESCO website.

Across the world, teachers with disabilities are reshaping classrooms, challenging stereotypes, and strengthening the foundations of inclusive education. Their leadership is essential to achieving the 2030 Agenda for sustainable development and to supporting UNESCO’s commitment to ensure every learner has access to quality, inclusive education.

Nic Spearman
© Nic Spearman

Nic Spearman is Deputy Headteacher at the King John School, part of the Zenith Multi Academy Trust in Essex, United Kingdom of Great Britain and Northern Ireland. With nearly two decades of experience in secondary education, she is a leader in teaching, learning, staffing, and professional development. She lives with Stargardt’s macular dystrophy, a genetic condition that has caused central vision loss and will eventually lead to blindness. Alongside her school leadership role, Nic mentors educators with sight loss through the Macular Society, offering practical support to help them stay and progress in the profession.

As part of the 2025 International Day of Persons with Disabilities, UNESCO and the International Teacher Task Force convened the global dialogue “Every teacher matters: Teachers with disabilities are drivers of inclusive transformation” to highlight their experiences, insights, and recommendations. In this interview, Nic Spearman shares how she navigated vision loss, advanced into senior leadership, and continues to champion a school culture where every member of the community feels seen, supported, and able to thrive. 

How did your path into school leadership unfold?

I have worked in education for 19 years across two large secondary schools in Essex. I moved into curriculum leadership in my second year of teaching, then into pastoral leadership, and later became Acting Assistant Headteacher as a maternity cover.

I joined my current school as a full-time Assistant Headteacher. It was in my first year there that I was diagnosed with Stargardt’s macular dystrophy, which affects my central vision. Five years ago, I progressed to Deputy Headteacher, as despite my sight diagnosis, my potential was recognised by the school and Trust. Throughout this time, I’ve taken on responsibilities in teaching and learning, professional development, and staffing.

What barriers did you encounter when considering leadership roles?

My school and Trust did not place barriers in front of me. The biggest barriers were internal: my confidence, my self-belief, and the fear of how my condition might be perceived.

I often wondered whether my disability would affect my performance in interviews, my ability to do the job, or how others might respond to being led by someone with a visual impairment. These worries are common among the teachers I mentor, especially concerns about whether to declare a disability early in the process. Many fear being interviewed only to “tick a box,” or, alternatively, being discounted because of their disability. Those anxieties can really undermine someone’s motivation to apply.

What helped you overcome those barriers?

Talking openly with colleagues and working with a coach helped rebuild my confidence. I also came to understand that disability strengthens leadership qualities. Adaptability, resilience, problem-solving, these aren’t abstract traits; they are lived every day.

Another key step was being selective about the organizations I work for. A school’s and Trust’s culture matters. I want to be in a place where inclusion is genuine, not just words on paper. In an environment where people with disabilities are respected and supported, many of the barriers, real or perceived, fall away.

What advice would you give teachers with disabilities considering leadership roles?

Look closely at the culture of the organization before you apply. Visit. Speak to leaders. If inclusion is only recited from policy, be cautious. If it is lived, visible in relationships, expectations and daily practice, then it is the right place.

Also, be proactive in seeking information and support. There are individuals and organizations who can help you and your employer understand what reasonable adjustments look like in practice. Accessing those early makes a significant difference.

How has your disability shaped your own leadership and your approach to inclusion?

Leaders need to be knowledgeable about supporting colleagues with disabilities, not just to comply with policy but to build a culture of safety and belonging. It requires humility, openness, and the confidence to ask questions without fear of causing offence.

Representation matters too. When disability is visible in staff teams, it helps students and colleagues recognise that difference is normal and to be valued. It strengthens the sense of belonging across the whole community.

Can you share examples of inclusive practices you’ve introduced in your school?

This week we are marking Disability Awareness Month with a school-wide session on the history of disability, the conditions experienced by members of our community, and how we can better support one another. It ties directly to our values of integrity, dignity, and equality.

We also think creatively about staffing, adapting roles, tools and responsibilities so that colleagues with disabilities or other difficulties can continue performing at their best. Inclusion requires flexibility as well as intention.

What affirmative actions should governments take to ensure more people with disabilities enter educational leadership?

Governments need to ensure that inclusion runs throughout the education system. When young people with disabilities receive the support, qualifications and belief they need, they are more likely to enter teaching and remain in it.

We also need authentic representation at every level. Recruiting more teachers with disabilities improves visibility for young learners. Many of us remember a teacher who inspired us; imagine the impact on a learner with a disability who sees someone like them leading a school.

Finally, people with lived experience must shape policy. Too often, disability policy emphasises what happens when employment ends. This reinforces low expectations. We need guidance rooted in aspiration, opportunity and empowerment; policies that enable, not further disable.

 

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Event
  • 13.04.2026

Low-tech, high impact, Part II: Teacher training in resource-constrained and crisis-affected contexts

The Teacher Task Force Thematic Group on Digital Education and AI invites you to a webinar on low-tech teacher training, taking place on 24 April 2026 from 15:30 to 16:30 CEST (UTC+2).

Co-led by Digital Promise and Education Futures Collaboration, and co-hosted with the European Training Foundation, this session is the second in a thematic series exploring how low-tech solutions can expand access to teacher professional development.

Building on the first webinar held in 2025, this session will showcase practical, inclusive approaches to training teachers in resource-constrained and crisis-affected contexts. Participants will hear case studies from European Training Foundation, British Council, JokkoLabs and Save the Children International, with a focus on:

  • Low-tech and mobile-based training approaches
  • Practical applications of AI in diverse education settings
  • Strategies that strengthen teacher agency and professional development

With 44 million additional teachers needed globally by 2030, ensuring access to effective and scalable training solutions is more urgent than ever .

👉 Register here: https://lnkd.in/gXdF7ZQ6
👉 Read the concept note

Format: Online (Zoom)
Language: English

This webinar will bring together policymakers, practitioners and partners to explore how low-tech approaches can support teachers where they are, and help strengthen education systems in even the most challenging contexts.

Read more
Event
  • 13.04.2026

Low-tech, high impact, Part II: Teacher training in resource-constrained and crisis-affected contexts

The Teacher Task Force Thematic Group on Digital Education and AI invites you to a webinar on low-tech teacher training, taking place on 24 April 2026 from 15:30 to 16:30 CEST (UTC+2).

Co-led by Digital Promise and Education Futures Collaboration, and co-hosted with the European Training Foundation, this session is the second in a thematic series exploring how low-tech solutions can expand access to teacher professional development.

Building on the first webinar held in 2025, this session will showcase practical, inclusive approaches to training teachers in resource-constrained and crisis-affected contexts. Participants will hear case studies from European Training Foundation, British Council, JokkoLabs and Save the Children International, with a focus on:

  • Low-tech and mobile-based training approaches
  • Practical applications of AI in diverse education settings
  • Strategies that strengthen teacher agency and professional development

With 44 million additional teachers needed globally by 2030, ensuring access to effective and scalable training solutions is more urgent than ever .

👉 Register here: https://lnkd.in/gXdF7ZQ6
👉 Read the concept note

Format: Online (Zoom)
Language: English

This webinar will bring together policymakers, practitioners and partners to explore how low-tech approaches can support teachers where they are, and help strengthen education systems in even the most challenging contexts.

Read more
Event
  • 13.04.2026

Low-tech, high impact, Part II: Teacher training in resource-constrained and crisis-affected contexts

The Teacher Task Force Thematic Group on Digital Education and AI invites you to a webinar on low-tech teacher training, taking place on 24 April 2026 from 15:30 to 16:30 CEST (UTC+2).

Co-led by Digital Promise and Education Futures Collaboration, and co-hosted with the European Training Foundation, this session is the second in a thematic series exploring how low-tech solutions can expand access to teacher professional development.

Building on the first webinar held in 2025, this session will showcase practical, inclusive approaches to training teachers in resource-constrained and crisis-affected contexts. Participants will hear case studies from European Training Foundation, British Council, JokkoLabs and Save the Children International, with a focus on:

  • Low-tech and mobile-based training approaches
  • Practical applications of AI in diverse education settings
  • Strategies that strengthen teacher agency and professional development

With 44 million additional teachers needed globally by 2030, ensuring access to effective and scalable training solutions is more urgent than ever .

👉 Register here: https://lnkd.in/gXdF7ZQ6
👉 Read the concept note

Format: Online (Zoom)
Language: English

This webinar will bring together policymakers, practitioners and partners to explore how low-tech approaches can support teachers where they are, and help strengthen education systems in even the most challenging contexts.

Read more
Event
  • 13.04.2026

Low-tech, high impact, Part II: Teacher training in resource-constrained and crisis-affected contexts

The Teacher Task Force Thematic Group on Digital Education and AI invites you to a webinar on low-tech teacher training, taking place on 24 April 2026 from 15:30 to 16:30 CEST (UTC+2).

Co-led by Digital Promise and Education Futures Collaboration, and co-hosted with the European Training Foundation, this session is the second in a thematic series exploring how low-tech solutions can expand access to teacher professional development.

Building on the first webinar held in 2025, this session will showcase practical, inclusive approaches to training teachers in resource-constrained and crisis-affected contexts. Participants will hear case studies from European Training Foundation, British Council, JokkoLabs and Save the Children International, with a focus on:

  • Low-tech and mobile-based training approaches
  • Practical applications of AI in diverse education settings
  • Strategies that strengthen teacher agency and professional development

With 44 million additional teachers needed globally by 2030, ensuring access to effective and scalable training solutions is more urgent than ever .

👉 Register here: https://lnkd.in/gXdF7ZQ6
👉 Read the concept note

Format: Online (Zoom)
Language: English

This webinar will bring together policymakers, practitioners and partners to explore how low-tech approaches can support teachers where they are, and help strengthen education systems in even the most challenging contexts.

Read more
Event
  • 13.04.2026

Low-tech, high impact, Part II: Teacher training in resource-constrained and crisis-affected contexts

The Teacher Task Force Thematic Group on Digital Education and AI invites you to a webinar on low-tech teacher training, taking place on 24 April 2026 from 15:30 to 16:30 CEST (UTC+2).

Co-led by Digital Promise and Education Futures Collaboration, and co-hosted with the European Training Foundation, this session is the second in a thematic series exploring how low-tech solutions can expand access to teacher professional development.

Building on the first webinar held in 2025, this session will showcase practical, inclusive approaches to training teachers in resource-constrained and crisis-affected contexts. Participants will hear case studies from European Training Foundation, British Council, JokkoLabs and Save the Children International, with a focus on:

  • Low-tech and mobile-based training approaches
  • Practical applications of AI in diverse education settings
  • Strategies that strengthen teacher agency and professional development

With 44 million additional teachers needed globally by 2030, ensuring access to effective and scalable training solutions is more urgent than ever .

👉 Register here: https://lnkd.in/gXdF7ZQ6
👉 Read the concept note

Format: Online (Zoom)
Language: English

This webinar will bring together policymakers, practitioners and partners to explore how low-tech approaches can support teachers where they are, and help strengthen education systems in even the most challenging contexts.

Read more
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