EDUCATION CANNOT WAIT DELIVERS US$2.6 MILLION TO PROVIDE EMERGENCY EDUCATION RELIEF FOR CHILDREN IMPACTED BY INDONESIA TSUNAMI
To re-establish education for 60,000 children, Education Cannot Wait partners with Government of Indonesia, UNICEF and Save the Children, to provide temporary learning spaces, educational supplies, coordinated responses and training for teachers
31 October 2018, New York – To provide immediate relief for the boys and girls whose lives have been shattered by the devastating 28 September earthquakes and tsunami in Indonesia, Education Cannot Wait announced today a US$2.6 million first emergency response allocation that will benefit over 60,000 children and youth.
Recent estimates from national authorities indicate that over 2,000 lives have been lost in the disaster, which displaced more than 200,000 people and directly impacted more than 160,000 students.
“A tsunami is a horrible experience that renders people and communities completely powerless. There is no mercy. The devastating tragedy in Indonesia is ripping families apart and disrupting the life of children and youth in the most painful ways. We need to get these boys and girls back in safe and secure learning environments immediately. It is about restoring the safe foundation and necessary lifeline for children without delay and thus their education cannot wait,” said Yasmine Sherif, Director of Education Cannot Wait, a new global Fund that seeks to raise US$1.8 billion to provide access to quality, reliable education for 8.9 million children living in crisis and emergencies by 2021.
“By providing immediate support to re-establish education for these children and youth, we are taking an important first step in returning the people of Indonesia to normalcy and in contributing to a sustainable humanitarian response that protects and brings hope” Sherif said.
Through ECW’s funding, 910 temporary classrooms will be established, and children and teachers will receive educational supplies. An additional 2,700 teachers – of whom 75 per cent are female – will be trained so they can provide the necessary psychosocial support for these children, who have lost their homes, and sometimes their parents and loved-ones in this disaster. The intervention will target the most vulnerable girls and boys, including orphans, children who experienced severe traumas, children living in poverty and children with disabilities. Ensuring safe and inclusive access to schools is a priority for Education Cannot Wait, and over 50 per cent of the beneficiaries will be girls.
While the intervention will largely focus on getting children back in safe and reliable learning environments, additional support will be provided to conduct a rapid education impact and needs assessment, create a back-to-school campaign, and ensure a coordinated and integrated response between the various agencies and first responders on the ground under the overall coordination of the Ministry of Education and Culture.
At least 1,185 schools – from early childhood learning centers to secondary schools – have been directly affected in four districts of Sulawesi, according to the latest figures from UNICEF. In all, some 1.5 million people have been affected, and observations from local sources show a high number of separated and unaccompanied children, as well as missing children and teachers.
With children out of school since the earthquake, many of the basic human needs that are connected with safe learning environments – including school meals, child protection, safety from sexual abuse, and access to hygiene and sanitation facilities – have been limited, further exacerbating existing health and nutrition factors affecting Indonesia’s children.
The 12-month projects will be implemented by UNICEF and the local chapter of Save the Children (YSTC) in close collaboration with other partners including the localized entities of World Vision (WVI) and Plan International (YPII). All activities will be implemented in coordination with the Indonesian Ministry of Education and Culture through the Safe School Secretariat, which has already allocated approximately US$28 million for the response, rehabilitation and recovery in the education sector.
Education Cannot Wait provides a new path for women teachers and community leaders, opening up re-envisioned learning opportunities for girls living on the edge of crisis
Education is enlightenment. It’s what will take girls out of the darkness to empower a future generation of dynamic women leaders, and to build the skills girls need to control their destinies.
For this year’s International Day of the Girl, the world will turn its eyes to building a “Skilled GirlForce.” In places like Afghanistan, where classes are largely divided by gender and women still have limited access to education – no matter where they live, be it a refugee camp in Rodat or the better-off suburbs of the capital – empowering women teachers is a key step to delivering equitable, gender-balanced education for girls living in crisis and ensuring no girl is left behind in our global efforts to provide inclusive and equitable access to quality education for everyone.
Without female teachers, Afghani girls could easily fall through the cracks. Education Cannot Wait, along with a powerful coalition of international actors, the Government of Afghanistan, and local leaders and teachers, are making positive first steps in rebuilding a pathway to education and skills training for the girls left behind by a protracted crisis that cost millions of lives and pushed women and girls to the margins.
Afghanistan’s education system has been devastated by more than three decades of sustained conflict, according to UNICEF. For many of the country’s children, completing primary school remains a distant dream – especially in rural areas and for girls – despite recent progress in raising enrolment.
In all, UNICEF estimates that 3.7 million children are out of school in Afghanistan – 60% of them are girls. That’s 2.2 million girls left behind because of war and lack of adequate teaching facilities and women teachers.
On a positive note, education enrolment as a whole in Afghanistan is rising. In 1999, not a single girl was enrolled at the secondary level, and only 9,000 girls were enrolled in primary school. By 2003, 2.4 million girls were enrolled in school, and by 2013, gross enrolment for girls rose to approximately 35 percent.
In Afghanistan, education is largely delivered along gender lines, with very few mixed-gender schools. And a lack of girls-only schools and female teachers, provides a significant barrier to education for the 2.2 million girls that are still left behind.
As of right now, only 16 percent of Afghanistan’s schools are girls-only, and many of them lack proper sanitation facilities, which further hinders attendance, according to UNICEF. Deeply rooted cultural norms, socio-cultural factors, traditional beliefs and poverty all contribute to undermine education for girls. Significantly, girls continue to get married at an early age (17 percent are married before the age of 15 and approximately 46 percent of girls are married before the age of 18).
To address this issue, and increase access to education for girls in Afghanistan, Education Cannot Wait is supporting initiatives to empower women as community leaders and bring female teachers to remote areas.
By providing education to girls, these brave teachers are key to making a difference in the development trajectory of their country. This will prepare girls to enter the workforce, take part in civic life and regain control of their futures.
FEMALE TEACHERS ARE KEY
Only a third of Afghanistan’s teachers are women, providing a significant hurdle for education and undermining efforts to build lasting skills that will empower this future generation – this GirlForce as it is aptly named in this year’s International Day of the Girl Child – to enter the workforce and chart new pathways for women and girls everywhere.
At the Hisar Shahi displacement center in Rodat, for example, there was a significant lack of female teachers, particularly for biology.
“In conservative Afghan culture it is considered inappropriate for a male teacher to teach girls subjects such as biology that involve images of body parts and terminology that only a woman should speak about to girls,” explained a Malik (community leader) in a meeting with the Welfare Association For the Development of Afghanistan (WADAN), an implementing partner delivering education for children living in crisis in Afghanistan with the support of ECW. Along with WADAN, Education Cannot Wait has also partnered with the International Rescue Committee and Save the Children to mobilize education for children living in crisis in Afghanistan.
To solve this problem, community stakeholders went to Maliks, community elders and religious leaders to come up with an answer. They agreed that the lack of qualified teachers, especially for biology, was creating a significant bottleneck and keeping girls out of school.
The community set about looking for a new female biology teacher, a hard-enough task in a country where just four out of ten children attend secondary school and less than half the population between 15 and 24 is literate.
Then came Ms. Paria, who had studied sciences, chemistry and biology at Nangarhar University. Ms. Paria set about teaching biology for the girls living in the Hisar Shahi displacement center, and has become a ray of hope for girls living there.
“Teaching these girls is a wonderful opportunity for me. I am also glad to see that many girls are encouraged to resume their classes when female teachers are available,” said Ms. Paria.
In all, some 40 girls have returned to class with their new biology teacher.
It’s a small success, but an essential starting point to ensure access to education for girls across the country. To scale-up and replicate these successful pilot initiatives, ECW recently announced a new three-year programme in Afghanistan that will reach over 500,000 children. The US$150 million programme, starting with the US$12 million allocation from ECW, will create an inclusive teaching and learning environment, improve continuity of education, and create safer and more protective learning environments, with a target of 50 per cent of programme support going towards girls’ access to quality education.
Women are also stepping in as community leaders and organizers, through ECW investment, leading the delivery of equitable and quality education.
Saima is a resident of Merano Tapo village in the Behsood District of Nangarhar Province and a teacher by profession. Saima is a devoted advocate for Afghan women’s rights and has a history of speaking out for women.
During a workshop with religious scholars, community elders, civil society activists and other teachers, Saima spoke out to mobilize more education opportunities for girls living in Merano Tapo.
“I work for girls to motivate their parents to send their girls to schools,” Saima said.
Following the workshop, Saima organized a number of women into small groups assigned to various sections of the village, and asked them to start a campaign to connect with families and promote education for girls living in the village. In the most remote corners of Afghanistan, 87 percent of girls are excluded from education.
With Saima in the lead, and substantial political and social backing behind her from the community she had organized, more than 50 families agreed to send their girls to class.
Thanks to Saima’s community activism, 10-year-old Asma is now attending a school supported through Education Cannot Wait.
“Suddenly and unexpectedly seven women arrived at my house. I was surprised and to be honest I was a bit scared; I did not know why they came. I knew only one of them, but they introduced themselves and asked my wife and me to relax and listen to their team leader,” said Asma’s father, Abdul Wali. “She talked about the importance of education for women. By the end of her presentation both of us decided to allow our daughter to go to school. We are happy and believe we have made a good decision.”
Education heroes like Saima and Ms. Paria – bold women who are breaking boundaries to bring education to Afghanistan’s girls – are a great force and example in mobilizing women teachers across the globe. Along with support from governments, donors, civil society and international funds such as Education Cannot Wait, these education heroes will be the driving force in building a “Skilled GirlForce” and empowering women and girls everywhere.
CHILDREN RETURNING HOME TO BENEFIT FROM US$2.5 MILLION IN FUNDING TO REHABILITATE 50 CLASSROOMS AND BUILD CAPACITY FOR 800 TEACHERS
New York, 10 October 2018 – Connecting a broad international coalition that includes Plan International, Save the Children, Street Child and UNICEF, Education Cannot Wait announced a new allocation totaling US$2.49 million to provide safe and equitable access to education for 194,000 conflict-affected children – 52 per cent of whom are girls – in the Adamawa, Borno and Yobe States of North East Nigeria.
The overall emergency education package includes US$210,000 for Plan International, US$249,999 for Save the Children, US$230,000 for Street Child, and US$1.8 million for UNICEF.
The 12-month programme coordinated by the Education Cluster in North East Nigeria in partnership with the Government of Nigeria, will support capacity building for 800 teachers and rehabilitate 50 classrooms. In all, 116,400 internally displaced children and 77,600 children permanently settled in these regions will be targeted with the intervention, which will provide educational supplies, permanent schools, basic humanitarian support, and training for teachers to promote the psycho-social development of these war-affected students.
“This support is essential in responding to the immediate needs of the people of North East Nigeria,” said Yasmine Sherif, Director of Education Cannot Wait, a new global Fund that has already reached close to 1 million children living in conflict. “Education for all cannot be an afterthought in crisis. This First Emergency Response is just the beginning of our efforts to break the cycle of poverty and violence in the region, and protect boys and girls returning from conflict and still living with the scars of war. As we scale up this work through multi-year investments along with other local, national and international actors, we will expand our support to include more comprehensive actions to reach the estimated 1.8 million children in the region in need of this targeted support.”
The conflict in North East Nigeria and neighbouring states has been devastating, with schools and children often targeted in violent attacks.
“Girls were raped, children were forced into violent extremism, teachers were murdered, and families were ripped apart by this protracted crisis,” said Sherif. “If we are to reach our goal for universal, inclusive and equitable education for all as outlined by world leaders in the 2030 Agenda for Sustainable Development, immediate action needs to happen – not just in Nigeria, but across the globe.”
Since the rise of armed conflict in 2009, some 1,400 schools have been damaged or destroyed in Nigeria. In Borno State alone, 57 per cent of schools remain closed today.
According to Human Rights Watch, in some cases students recruited by Boko Haram attacked their own schools and killed their own teachers. An estimated 19,000 teachers have been displaced by conflict in Nigeria since 2009, with 2,295 killed in the violence.
“Without teachers and without schools, the children of this region have very limited opportunities. To halt the continued scourge of violent extremism in the region – and protect our most valuable natural resource, our children – we’ve partnered with key actors in this humanitarian response phase to help rehabilitate schools, train teachers, provide essential educational supplies and get boys and girls back in safe and secure educational environments,” Sherif said.
The situation in North East Nigeria continues to be a highly complex humanitarian crisis. With 7.7 million people in need of humanitarian assistance, including 4.3 million children who remain the primary victims of the ongoing conflict.
“This First Emergency Response funding is specifically designed for sudden onset crises or escalations of existing emergencies such as what we are seeing in North East Nigeria and neighboring states today,” said Sherif. “This is a start, but the magnitude of the crisis requires specific, extensive, multi-year engagements to get Nigeria’s boys and girls back in safe schools and help them recover from years of conflict.”
Education Cannot Wait has been operational for just over a year, the new global Fund was created to mobilize US$1.84 billion in funding by 2021 to provide reliable and quality education to 8.9 million children affected by crisis.
The future of our humanity relies on the young generation. In a world that still bares the deep wounds of war, hunger, displacement, conflict and inequalities, we need to step up to find lasting solutions for our next generation of leaders and citizens of the world. At the heart of our resolve lies quality education to the 75 million children and youth living in conflict and crisis. Their potentials and contribution to our shared future warrant urgent attention.
I am heartened that the 73rd session of the United Nations General Assembly kicked off with a strong commitment for the world’s young people. The launch of the Youth2030: United Nations Youth Strategy, including its Generation Unlimited initiative, helps build momentum toward a world in which the human rights of every young person are realized, and where education is delivered to young people no matter where they are – be it in a displacement settlement in Afghanistan, in one of Uganda’s refugee camps, or in a Rohingya refugee settlement in Bangladesh.
Having served in conflicts and crisis for nearly 30 years, and as a mother of two young people, I feel especially passionate about the United Nations Youth Strategy and its immediate correlation to quality education.
Young people hold the key to humanity’s future – and yet, they too often bear the brunt of today’s conflicts and crisis. Our conscience cannot bear for much longer the fact that 75 million children and youth in crisis do not have access to the quality education required to achieve their potentials, all while they are exposed to exploitation, forced recruitment into armed groups, trafficking, sexual violence and disabilities caused by mines, unexploded ordnances and violence of all forms. This cannot continue, or else we all will lose our humanity.
Look at Syria, where there are now over 2.5 million internally displaced children and adolescents. These boys and girls have no easy way out, and limited opportunities for education, skills training or alternatives to violence. An additional 2.6 million Syrian children are refugees in neighboring countries. Despite their commendable efforts to meet refugees’ educational needs – such as the double-shift school system put in place in Lebanon – without additional international support, host countries lack the required resources to offer quality education and skills training to all refugee children and youth.
The numbers from Syria are simply appalling, and these are just a glimpse of the urgent needs that exist in some 30 crisis-affected countries worldwide. If immediate action is not taken, we are likely to see more violence, more extremism and more broken dreams for an entire lost generation.
Globally, an estimated 40 percent of child soldiers are girls. Girls – particularly adolescent girls – living in conflict and crisis areas face higher risks of sexual violence, abduction, slavery, early and forced marriage, and early pregnancies.
Better wages for teachers, better opportunities and protection for girls to access education, more adequate and relevant educational opportunities to gain employment, and more creative solutions-orientation will be required. This is notably the case in the Middle East and North Africa (MENA) region, which has the highest youth unemployment rate in the world – 29.4 per cent in Northern Africa and 24.7 per cent in the Arab States. The unemployment rate for young women in the region is even higher, with 4 out of 10 facing unemployment.
Special attention needs to be paid to building a generation unlimited not just for boys, but also for girls. We need to step up our support to education for refugees, internally displaced populations, as well as for minorities and young people with disabilities.
Together with our humanitarian and development partners across the United Nations system, the private sector, multilateral and bilateral donors, regional bodies, governments, non-governmental organizations and civil society, ECW works to achieve precisely this: empower crisis-affected children and youth to become positive agents of change, peace, conflict resolution and sustainable development.
The groundbreaking ECW-facilitated multi-year resilience programmes for education in crisis pioneer the “new way of working” and education in the humanitarian and development nexus. It brings the voices of young crisis-affected people to center stage, as our collaborative and localized approach includes consultations with affected people to shape and adapt the responses to children and young people’s needs, as well as their untapped resilience.
Girls and young women are ECW’s absolute top-priority because they are the ones left furthest behind. Their education and empowerment cannot wait any longer. Nearly half of the 800,000 children and youth reached by ECW thus far in 17 crisis-affected countries are girls and adolescent girls, because ECW and our partners focus on gender-targeted interventions to reach the furthest behind. For example, it means recruiting female teachers for biology and science, and moving schools closer to girls’ communities; it means involving parents and educators to promote safe hygiene and non-violent discipline, and it means applying gender-sensitive curriculums.
As a global fund addressing the education gap in crisis and conflict settings, ECW is committed to contribute to advancing the United Nations Youth Agenda. ECW was created to ensure the young, bright minds who are enduring crisis will no longer be left behind. Together with our partners, we are determined to deliver on this promise and ensure that the resilience, strength and determination of young people in crisis do not get lost in the darkness of wars and disasters, but rather become a beacon of light in making the world a better place.
EDUCATION CANNOT WAIT WELCOMES OCHA UNDER-SECRETARY-GENERAL, GERMANY AND THE WORLD BANK GROUP TO ITSHIGH-LEVEL STEERING GROUP MEETING
4 October 2018, New York – Education leaders on the Education Cannot Wait (ECW) High-Level Steering Group, chaired by United Nations Special Envoy for Global Education Gordon Brown, approved the fund’s $1.8 billion resource mobilization target for the period of its 2018-2021 Strategic Plan at their biannual meeting on the margins of the United Nations General Assembly on 25 September in New York.
This financial target underpins ECW’s goal for its investments to be reaching 8.9 million children and youth in 25 priority countries affected by crisis by 2021 with quality education, improving their learning outcomes and enhancing their socio-emotional wellbeing and employability.
ECW’s Director, Yasmine Sherif, briefed the High-Level Steering Group (HLSG) on the latest achievements of ECW, highlighting the fund is on track to reach 1 million children and youth in 17 crisis-affected countries by the end of 2018 – 48 per cent of whom are girls. The Chair highlighted ECW’s latest allocation of US$35 million in seed funding to launch multi-year programmes in Uganda, Bangladesh and Afghanistan. Brown also stressed ECW’s urgent need to raise $285 million in 2018-2019 to support the launch of additional planned multi-year programmes.
Participants discussed next steps for ECW as the fund scales up its support for education in crisis. They stressed the importance to increase educational support for girls living in crisis, extend support in protracted crisis, promote psychosocial services, focus on host communities, connect education in crisis with long-term development, ensure better services and inclusion of refugees and increase multi-year programmatic support.
Participating in the High-Level Steering Group meeting for the first time were Mark Lowcock, Under-Secretary-General for Humanitarian Affairs and Emergency Relief Coordinator (OCHA), along with high-level representatives from the World Bank and Germany’s Federal Ministry for Economic Cooperation and Development.
Netherlands and Dubai Cares announced new pledges of $17.5 million and $3.75 million respectively, while Sweden reiterated its $30 million contribution announced earlier this year. Later during the UN General Assembly week, Denmark announced a new $46 million pledge and Norway announced an additional $2.5 million increasing its 2018 contribution to a total $10 million, bringing the total new pledges to ECW during the week to $70 million. The World Bank noted its interest to formally join the ECW partnership.
“Access to education is a human right and its essential to ensure education for refugees,” said State Secretary of Norway Jens Frølich Holte in an address to the High-Level Meeting on Action for Refugee Education. “Norway, together with other important partners, took the initiative to increase support to education in emergencies and protracted crisis. This resulted in the launch of the global fund Education Cannot Wait, which you all know. And we were, and still are, very impressed with what has been achieved since it has been established in 2016. So impressed that just before we got here to New York, we decided to allocate 40 million krone [US$2.5 million] more to Education Cannot Wait. And we are very eager to keep on collaborating with Education Cannot Wait because the needs are great.”
Speaking on the “Humanitarian-Development Nexus” OCHA’s Mark Lowcock pointed out that joining humanitarian and development systems together is a top priority for the UN. He underscored the importance of multi-year humanitarian funding and that every humanitarian dollar invested needs to impact development. Lowcock also stressed that that modest progress was made in financing education needs in the humanitarian appeals system, but gaps to meet education needs in emergency contexts remain huge.
The next HLSG meeting will be held in April 2019 in Washington on the margins of the IMF-World Bank Spring Meetings.
Meeting Participants (in alphabetical order):
Chair: Gordon Brown, United Nations Special Envoy for Global Education,
Tariq Al Gurg, CEO, (Dubai Cares), Harriet Baldwin, Minister of State for Africa and International Development (United Kingdom) Tanya Barron, CEO (Plan International), Marie-Claude Bibeau, Minister of International Development (Canada), Dean Brooks, Director, (Inter-Agency Network for Education in Emergencies), Julie Cram, Deputy Assistant Administrator of the E3 Bureau USAID (United States), Henrietta Fore, Executive Director (UNICEF), Birgit Frank, Deputy Head of the Education Division of the Federal Ministry for Economic Cooperation and Development (Germany), Julia Gillard, Chair (Global Partnership for Education), Stefania Giannini, Assistant Director-General for Education (UNESCO), Filippo Grandi, UN High Commissioner for Refugees (UNHCR), Martin Bille Hermann, State Secretary for Development Policy (Denmark), Jens Frølich Holte, State Secretary (Norway), Anna Maria Alida Hoogenboom, Country Director (Novamedia / People’s Postcode Lottery), Sigrid Kaag, Minister for Foreign Trade and Development (Netherlands), Dr. Justin Lee, First Assistant Secretary, Multilateral Policy Division, Department of Foreign Affairs and Trade (Australia), Mark Lowcock, Under-Secretary-General for Humanitarian Affairs and Emergency Relief Coordinator (OCHA), Stefano Manservisi, Director-General, International Cooperation and Development (European Commission), Johannes Oljelund, Director-General for Development (Sweden), Jamie Saavedra, Senior Director for the Education Global Practice (The World Bank Group), Yasmine Sherif, Director (Education Cannot Wait), Helle Thorning-Schmiedt, CEO (Save the Children)
October 5, 2018 —- The violent conflict in Yemen is severely affecting the education of millions of children throughout the country and takes a heavy toll on teachers.
The war has pushed at least half a million children out of school since 2015, and another 3.7 million are at risk of missing this school year if teachers are not paid.
On World Teachers’ Day with the theme, “The right to education means the right to a qualified teacher”, Education Cannot Wait, the Global Partnership for Education, UNESCO and UNICEF are calling for the resumption of salary payments for the 145,000 Yemeni teachers, who teach children under dire and life-threatening circumstances.
Further delay in paying teachers will likely lead to the collapse of the education sector and impact millions of children in Yemen making them vulnerable to child labor, recruitment into the fighting, trafficking, abuse and early marriage.
Teachers who have not received regular salaries for two years, can no longer meet their most basic needs and have been forced to seek other ways of income to provide for their families.
The global community must unite to end violence against children in Yemen and protect their right to education.
There is no time to waste. An entire generation of children is facing the loss of their education – and their future.
Without our collective commitment and action, we will fail to meet the 2030 Agenda – Leaving no child and no teacher behind.
Education Cannot Wait, the Global Partnership for Education, UNESCO and UNICEF are committed to continuing our support for equitable, inclusive quality education for all Yemeni children.
Full speech of Rt Hon Gordon Brown, United Nations Special Envoy for Global Education & Chair of the ECW High-Level Steering Group (HLSG) on Action for Refugee Education
In 2016 world leaders agreed to strengthen the international response to the global
refugee crisis and grow support to meet the needs of refugee and host communities.
This included promising “to ensure all refugee children are receiving education within a few months of arrival and to prioritize budgetary provision to facilitate this, including support for host countries”.
The new Global Compact on Refugees sets out a Programme of Action which includes commitments to “expand and enhance the quality and inclusiveness of national education systems to facilitate access by refugee and host community children and youth to primary, secondary and tertiary education”. It also commits to “provide more direct financial support to minimize the time refugee boys and girls spend out of education”.
However, more than half of the world’s refugee children – 3.7 million – remain out of school.
Despite this we believe that progress is possible and that having agreed our aims we must act to deliver them.
The High-Level Meeting on Action for Refugee Education will bring together refugee hosting states, donor governments, multilateral institutions, the private sector and civil society to agree how to accelerate and improve efforts to deliver these commitments.
The Meeting will explore efforts to:
• include refugee populations in national education systems
• improve learning outcomes for refugee and host communities
• and support greater responsibility sharing, especially via more and better financing.
Today, more girls are in school globally than ever before; but 132 million are not, particularly those in emergencies and in conflict-affected and fragile states. Millions more drop out before they complete their education, and progress for the most marginalized girls is far too slow. These girls struggle to learn the basics, and are under-represented in secondary education, where they would gain the skills, knowledge and opportunities for a productive and fulfilling life.
Far too many girls continue to face barriers to their education, across the lifecycle from early years, through adolescence and into adulthood, including poverty; sexual and gender-based violence; child, early and forced marriage; early and unwanted pregnancy; and restrictive social norms and expectations. Other barriers rest within the school, related to deep-rooted gender discrimination, unequal power relations, and inadequate facilities. By some estimates, one in ten girls in sub-Saharan Africa miss school during menstruation. Gender-based violence in, around and on the way to school knows no geographical, cultural, social, economic or ethnic boundaries. Inclusive, equitable education, in safe and secure environments, which reaches the most vulnerable, including children with disabilities, remains fundamental to achieving the empowerment and economic equality of girls and women, especially in developing contexts and countries struggling with conflict.
Today we meet to take stock, to reaffirm and issue new policy and financial commitments, and to agree on next steps for joint advocacy and action to achieve results for all girls.
We acknowledge that much progress has been made in 2018 to make concrete commitments to advancing girls’ enjoyment of their human right to education, and a contribution to social development, economic growth, and the achievement of the Sustainable Development Goals (SDGs). The G7 Summit in Canada and the Commonwealth Summit in the UK agreed on commitments with a particular focus on supporting adolescent and highly marginalised girls while they confront enduring barriers to their achievement of positive learning outcomes; while the Global Partnership for Education conference in Senegal saw developing countries commit themselves to invest a further $110 billion in education, coupled with $2.3 billion of ODA pledges by donors. Education Cannot Wait, in barely one year, invested close to $100 million in emergency response plans and multi-year resilience programmes in which 50 percent of the beneficiaries are girls and the majority of teachers are female. With 2030 in sight, we must continue the momentum for shared responsibility, global solidarity, and accountability to ensure no girl is left behind.
We together call on girls themselves, their families and communities, governments, international organizations, civil society and the private sector to join us in our commitment to undertake individual and collective action to dismantle barriers to girls’ education, and to:
Increase girls’ access to schools and learning pathways, with a focus on the most marginalized, including those in contexts of emergency, conflict and fragility.
Provide opportunity for 12 years of free, safe and quality education that promotes gender equality, builds literacy and numeracy skills, and skills for life and the jobs of the future.
To close existing gaps, we resolve to:
Promote gender-responsive education systems, including plans and policies, budgeting, teaching and learning approaches, curriculum and learning materials;
Improve coordination between humanitarian assistance and development cooperation, ensuring commitment to gender equality and prioritizing improved access to quality education for girls and women in the early stages of humanitarian response and peacebuilding efforts;
Enact and enforce legislation, providing opportunity for 12 years of free basic education, and dismantling barriers to education through wider reform, such as on child, early and forced marriage;
Invest in teachers, creating incentives for male and female teachers to provide quality learning opportunities, and expanding professional development in gender-responsive teaching practice;
Focus on the hardest to reach girls, including girls in situations of conflict, crisis and fragility, rural girls, and girls with disabilities;
Champion schools as safe spaces for learning, free of gender bias, violence and discrimination;
Engage communities, parents, boys and men, and girls themselves to challenge the patriarchal beliefs, practices, institutions and structures that drive gender inequality;
Monitor progress, and ensure the collection of sex-and age-disaggregated data on a regular basis and its use to redress gender disparities in education and their causes across the lifecycle;
Implement integrated and multi-sectoral approaches which empower adolescents to avoid sexual risks and prevent early pregnancy and sexually transmitted infections;
Prepare girls for jobs of the future, building digital skills and closing gender gaps in science, technology, engineering and mathematics education.
Strengthen international, regional, national, and South-South cooperation to champion girls’ education and make gender equality in and through education a reality.
We commit to galvanizing political will to deliver on the SDG 4 commitments to girls’ education and use upcoming events such as the Global Education 2030 Meeting organized by UNESCO in December 2018 and the SDG High Level Political Forum in July 2019 to take stock of progress in the count down to 2030.
DOUZE ANS POUR SUPPRIMER LES OBSTACLES ET NE LAISSER AUCUNE FILLE DE CȎTÉ
Jamais autant de filles n’ont été scolarisées dans le monde. Toutefois, 132 millions de filles ne vont toujours pas à l’école, en particulier dans les États fragiles, en situation d’urgence ou en proie à des conflits. Des millions d’autres filles quittent l’école prématurément, tandis que les progrès enregistrés pour les plus marginalisées d’entre elles sont encore bien trop lents. Pour ces filles, acquérir les compétences fondamentales est un véritable combat. Elles demeurent en outre sous-représentées dans l’enseignement secondaire, où elles pourraient pourtant acquérir les connaissances et les compétences nécessaires pour construire une existence riche et accomplie.
Les filles et les femmes sont encore beaucoup trop nombreuses à rencontrer des obstacles à leur éducation, tout au long de leur vie, de la petite enfance à l’âge adulte, en passant par l’adolescence : pauvreté, violences sexuelles ou liées au genre, mariages d’enfants, précoces ou forcés, grossesses précoces ou non désirées, ainsi que des normes et des attentes sociales trop restrictives. L’institution scolaire elle-même maintient un certain nombre de barrières : discriminations fondées sur le genre, relations de pouvoir inégalitaires et infrastructures inadaptées. Selon certaines estimations, une fille sur dix, en Afrique subsaharienne, manque l’école pendant ses menstruations. Les violences liées au genre à l’intérieur, aux abords ou sur le chemin de l’école ne connaissent pas de frontières géographiques, culturelles, sociales, économiques ou ethniques. Il demeure donc essentiel d’assurer les conditions d’une école inclusive et équitable, d’une éducation dispensée dans un environnement sain et sûr, qui inclut les plus vulnérables, y compris les enfants en situation de handicap. Il s’agit de rendre les filles et les femmes autonomes, y compris sur le plan économique, en particulier dans les pays en développement et en situation de conflits.
Nous sommes aujourd’hui réunis pour prendre la mesure de cette situation, pour affirmer à nouveau notre volonté d’avancer, pour définir de nouvelles mesures et des engagements financiers et pour convenir d’actions communes afin de garantir des résultats pour toutes les filles.
Convenons-en, de nombreux progrès ont été accomplis en 2018. Des engagements concrets ont été pris afin de garantir que les filles puissent jouir pleinement de leur droit à l’éducation, un droit fondamental contribuant au développement social, à la croissance économique et à la réalisation des objectifs de développement durable (ODD). Les Sommets du G-7 au Canada et du Commonwealth au Royaume-Uni ont débouché sur des engagements précis, notamment en faveur des adolescentes et des filles les plus marginalisées, tandis que la Conférence du Partenariat mondial pour l’éducation organisée au Sénégal a vu les pays en développement s’engager à investir 110 milliards de dollars supplémentaires dans l’éducation, auxquels s’ajoutent 2,3 milliards de dollars de la part de donateurs. Education Cannot Wait / Éducation ne peut pas attendre a investi en à peine un an près de 100 millions de dollars dans des plans d’intervention d’urgence et des programmes pluriannuels de résilience dans lesquels 50% des bénéficiaires sont des filles, et la majorité des enseignants des femmes. Dans la perspective de l’échéance de 2030, nous devons entretenir cette dynamique en faveur d’une responsabilité commune, d’une solidarité mondiale et d’un principe de redevabilité, pour faire en sorte qu’aucune fille ne soit laissée de côté.
Ensemble, nous appelons les filles elles-mêmes, ainsi que leurs familles et communautés respectives, les gouvernements, les organisations internationales, la société civile, le secteur privé, tous les acteurs de l’éducation, à s’engager avec nous, et à agir, à titre individuel ou collectif, pour lever les obstacles à l’éducation des filles et pour :
améliorer l’accès des filles à l’éducation et aux parcours d’apprentissage, en ciblant les plus marginalisées d’entre elles, notamment celles qui se trouvent dans des situations d’urgence, de conflit ou de vulnérabilité ;
assurer 12 années d’un enseignement gratuit, sûr et de qualité, qui s’attache à promouvoir l’égalité de genre et à renforcer les compétences en matière d’écriture, de lecture et de calcul, ainsi que les compétences nécessaires à la vie quotidienne et aux métiers de demain.
Afin de combler les écarts qui existent, nous sommes déterminés à :
promouvoir des systèmes éducatifs prenant en compte les questions de genre, notamment en matière de planification, de réglementation, de budget, d’approches et de ressources pédagogiques et de programmes d’enseignement ;
améliorer la coordination entre l’aide humanitaire et la coopération pour le développement, en garantissant un engagement de tous les acteurs en faveur de l’égalité de genre, et en faisant de l’accès à une éducation de qualité pour les filles et les femmes une priorité dès les premiers moments de l’intervention humanitaire et les premiers efforts pour instaurer la paix ;
promulguer et faire appliquer des lois permettant d’assurer 12 années d’un enseignement de base gratuit et de lever les obstacles à l’éducation, grâce à des réformes plus larges, portant par exemple sur les mariages d’enfants, précoces et forcés ;
investir dans les enseignants en mettant en place des mesures incitatives pour que les enseignants, hommes et femmes, puissent bénéficier de conditions d’apprentissage de qualité et soient formés aux pratiques pédagogiques qui intègrent une perspective de genre;
se concentrer sur les filles les plus marginalisées, notamment celles qui se trouvent en situation de conflit, de crise ou de vulnérabilité, celles qui vivent en milieu rural et celles qui ont un handicap ;
promouvoir les écoles en tant que lieux d’apprentissage sûrs, exempts de préjugés, de violences ou de discriminations liées au genre ;
encourager les communautés, les parents, les garçons et les hommes, ainsi que les filles elles-mêmes, à remettre en question les croyances, les pratiques, les institutions et les structures patriarcales qui favorisent les inégalités de genre ;
suivre les progrès et assurer la collecte de données réparties par sexe et par âge de manière régulière, et suivre l’utilisation de ces données pour remédier aux inégalités fondées sur le genre dans l’éducation ;
adopter des approches intégrées et multisectorielles qui donnent aux adolescentes les moyens d’éviter les risques liés à la sexualité et de prévenir les grossesses précoces et les maladies sexuellement transmissibles ;
préparer les filles aux métiers de demain, développer leurs compétences dans le domaine du numérique et combler l’écart entre filles et garçons dans l’enseignement des sciences, de la technologie, de l’ingénierie et des mathématiques ;
resserrer la coopération internationale, régionale, nationale et Sud-Sud pour promouvoir l’éducation des filles et faire en sorte que l’égalité de genre dans et par l’éducation devienne une réalité.
Nous sommes déterminés à mobiliser les volontés politiques en vue de la réalisation des engagements de l’ODD 4 en faveur de l’éducation des filles, ainsi qu’à mettre à profit les grandes manifestations à venir, telles que la Réunion mondiale Éducation 2030 organisée par l’UNESCO en décembre 2018 et le Forum politique de haut niveau consacré aux ODD en 2019 pour dresser un bilan des progrès accomplis au regard de l’échéance de 2030.