STINT Initiation Grant to Stockholm University collaboration with Delhi institute

 In November 2017, Dr. Liz Adams Lyngbäck and Dr. Khaleda Gani Dutt at the Department of Special Education, Stockholm University (photos) were conferred an Initiation Grant from the Swedish Foundation for International Cooperation in Research and Higher Education – STINT. The Initiation Grant aspired to develop a long term strategic partnerships between their Stockholm University department and the International Institute of Adult & Lifelong Education in New Delhi, India.
Now a Memorandum of Understanding (MoU) for three years i.e. 2018-2020 was signed in March 2018 between the Department of Special Education, Stockholm University and  the International Institute of Adult and Lifelong Education New Delhi India. Photo to the right. The purpose and intent of the MoU is to (i) strengthen and broaden strategic arrangements which aims to produce benefits for their researchers, the institutes and the provisional of educational policy research (ii) cooperate in joint research program in the areas of mutual interest, (iii) support each other in organizing national and international research meetings and conferences, seminars and other cooperative research activities, (iv) provide specific research and training opportunities for visiting scholars and administrative personnel when appropriate staff resources are available and (v) share experience on research proposal, implementation, evaluation and application.

A similar Memorandum of Understanding (MoU) was signed in March 2018 for three years i.e. 2018-2020  between the Department of Special Education, Stockholm University and  the School of Education Kathmandu University Nepal. Photo to the left.

The overall aim in relation to research and higher and education is to critically examine the concept, policy and practice of concept, policy and practice of inclusive and quality education in India and Sweden from a comparative perspective using both quantitative and qualitative research methods. This study is invaluable and much needed to understand the need for inclusive education to enhance the capacity for students with disabilities and to counter-effect the impact of a disabling environment. An environment becomes disabling when cultural and social norms affect the well-being of an individual by restricting access to inclusive and quality education and existing gendered norms that often discriminates the girl child.
The project has a close relation to Khaleda Gani Dutt’s successful April 4th, 2017, defense of her doctoral dissertation entitled ”The Role of Adult Literacy in Transforming the Lives of Women in Rural India: Overcoming Gender Inequalities. Comparative case studies in Bhilwara District, Rajasthan & Howrah District, West Bengal, India” (more information). The NSAN editor Lars Eklund attended the dissertation, and was actually the person who put Khaleda in touch with the International Institute of Adult & Lifelong Education in New Delhi. This contact led to a joint proposal for a new research project including the two institutions in Stockholm and Delhi, plus a third parter, namely the School of Education at Kathmandu University in Nepal, and in June 2017 the Forum for Asian Studies at Stockholm University decided to support the project with a planning grant. Professor S.Y. Shah, Director of the International Institute of Adult & Lifelong Education; and Professor Mahesh Nath Parajuli, Dean at the School of Education in Kathmandu were the key contact persons in initiating the collaborative partnership that aims to underpin the need for quality inclusive education to end exclusion both within rural and marginalized communities in India and quality inclusive education in regions affected by natural disasters such as Nepal. The Planning Grant has facilitated Khaleda Gani Dutt and Liz Adams Lyngbäck towards capacity building and networking within Scandinavia. Sweden will benefit from the networks in a special regard pertaining to the demographic changes in the population of refugees, migrants and members of displaced national communities, trends in globalization which can be expected to continue. In light of the education needs of families in migration especially when disability presents further hardship, the social structures in the Scandinavian countries require new scholarship and awareness to these intersecting issues as they are lived and present challenges to the organization of education.