BUILDING BACK BETTER

TWO YEARS AFTER A SERIES OF CYCLONES DEVASTATED MADAGASCAR, WHAT HAS BEEN ACHIEVED THANKS TO EDUCATION CANNOT WAIT’S EMERGENCY SUPPORT?

Photo: RATSIMBAZAFY Olivas Josias
Photo: RATSIMBAZAFY Olivas Josias

TWO YEARS AFTER A SERIES OF CYCLONES DEVASTATED MADAGASCAR, WHAT HAS BEEN ACHIEVED THANKS TO EDUCATION CANNOT WAIT’S EMERGENCY SUPPORT?

When disaster strikes, children are the ones that lose out the most.

In March of 2017, Cyclone Enawo hit the coast of Madagascar with gale-force winds that gusted up to 180 miles an hour. The destruction displaced some 240,000 people, and the damage to school infrastructure was unprecedented. Over 3,900 classrooms were damaged, with 2,300 totally destroyed. The devastation in Enawo’s wake left over 120,000 children without a safe space to learn.

“Our two classrooms were destroyed to the ground and we could not go to class for two months. We were unhappy but there was nothing we could do,” said Faniriantsoa, a young girl who was ready to complete her last year of primary school before her life and her future were interrupted.

As a result of climate change, the world is seeing an increase in severe weather like cyclones, droughts and floods. When these life-changing events hit, families struggle to access food and water. For girls like Faniriantsoa, risks of gender-based violence increase, and without access to the relative safety and stability of schools, young lives are put in limbo.

To respond to the crisis, Education Cannot Wait – a global fund for education in emergencies and protracted crises that seeks to mobilize US$1.8 billion by 2021 to reach 8.9 million children – invested US$400,000 in a fast-acting 12-month programme in the Sava Region of Madagascar. The programme closely aligned with the Flash Appeal issued by the Government and humanitarian organisations after the cyclone, and was implemented on the ground by UNICEF, UNESCO and the Regional Education Authorities.

The Sava region was the hardest-hit part of the country. In all, 80 per cent of the children affected by the hurricane were from here, and close to 60 per cent of the classrooms here were completely destroyed by the cyclone.

Madagascar-Impact

EDUCATION REGAINED

Rachel Razafindrabetrema is a preschool teacher and the founder of the Andamoty school in the Sava Region. Her school was completely devasted by the cyclone. With funding from Education Cannot Wait, the school now has four working classrooms – complete with school tables and learning materials – that caters to students from pre-school to Grade 5.

Before, children were sitting on stones or stumps. Now they are more comfortable. Our school has become very attractive and parents are happy to send their children to school because the learning conditions are better. The number of students has continued to grow. In 2017 and 2018 we had only 100 students. In the 2018-2019 school year, our number of students is 500,” said Razafindrabetrema.

At the close of the investment, in August 2018, the programme had helped over 54,000 pre-school, primary and lower secondary students to access temporary learning environments. The investment also rehabilitated 110 classrooms. Special efforts were made to bring school materials, tents and school-in-a-box kits to hard-to-reach places. According to UNICEF, some goods were transported 5 hours by boat before being carried on foot another 2 to 3 hours to reach children living in remote or cut-off locations.

RESILIENCE BEFORE THE STORM

The programme also aimed at insulating the children and families of Madagascar from future risks and ‘building back better.’ As part of the long-term investment in disaster-risk reduction, UNICEF was able to replenish pre-positioned supplies to prepare for more cyclones. In January 2018, when Cyclone Ava hit Madagascar, the humanitarian organizations in-country had tarpaulins, recreation kits and school-in-a-box kits ready to quickly help the 48,000 children across 14 regions whose education was interrupted by the hard-hitting cyclone.

With the support of Education Cannot Wait’s investment, and the broad coalition of implementing partners that made it happen, Faniriantsoa is back in school.

“We received books, notebooks, pencils, balloons and jumping ropes to play and restart our studies,” said Faniriantsoa. “For me, being able to continue my studies is very important so I can acquire the necessary knowledge to go very far in life.”

Story by Liva Ratsambizafy, Education Emergency Specialist, UNICEF Madagascar, with Greg Benchwick, Education Cannot Wait.

Madagascar

EDUCATION CANNOT WAIT AND UN GIRLS’ EDUCATION INITIATIVE FORM PARTNERSHIP TO SUPPORT GENDER-RESPONSIVE APPROACHES FOR EDUCATION IN EMERGENCIES

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‘THIS IS ABOUT PUTTING GIRLS FIRST IN EVERYTHING WE DO.’ YASMINE SHERIF, EDUCATION CANNOT WAIT DIRECTOR

In its efforts to protect girls and mainstream gender for educational responses in emergencies, Education Cannot Wait and the United Nations Girls’ Education Initiative (UNGEI) signed an agreement that will improve cooperation and partnership between the two bodies.

Continue reading “EDUCATION CANNOT WAIT AND UN GIRLS’ EDUCATION INITIATIVE FORM PARTNERSHIP TO SUPPORT GENDER-RESPONSIVE APPROACHES FOR EDUCATION IN EMERGENCIES”

CONNECTING PEOPLE WITH TECHNOLOGY

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A technology learning lab in Uganda. Photo ECW.

EDUCATION CANNOT WAIT IS PARTNERING WITH HP TO PILOT EDUCATIONAL TECHNOLOGY INTERVENTIONS FOR REFUGEE CHILDREN IN UGANDA

By Michael Corlin and Johannes Kiess

Uganda hosts 1.3 million refugees – the highest number of refugees in any country in Africa and the third largest in the world today. Half are children.

These girls and boys live in some of the harshest conditions on the planet. Food can be hard to come by, and access to safe, reliable education, learning materials, qualified teachers is an ongoing challenge. Access to any sort of learning technology (even a simple computer) is extremely limited.

The good news is that the Government of Uganda is committed to continue helping these refugee children to access quality education.

Education Cannot Wait – a new global fund that seeks to mobilize US$1.8 billion to provide access to education for 8.9 million children living in crisis by 2021 – facilitated the development of the Uganda Education Response Plan for Refugees and Host Communities and contributed US$11 million in seed funding to launch it.

Overall, the 3.5-year plan seeks to mobilize US$389 million to benefit half a million refugee and host community children and youth. This includes recruiting 9,000 teachers each year, and building 3,000 classrooms annually.

Central to Uganda’s Education Response Plan for Refugees and Host Communities, and in line with the Comprehensive Refugee Response Framework, is the need for improved coordination of all aspects of education delivery. This includes the development, roll out and expansion of EdTech.

To more effectively pilot technology deployments in these settings, Education Cannot Wait has brokered a collaboration with HP, Learning Equality, the Global Business Coalition for Education, and UNHCR. HP pledged to donate technology and resources to leverage Learning Equality’s Kolibri offline learning platform to improve the learning outcomes of Uganda’s Education Response Plan for Refugees and Host Communities. The collaboration builds on existing collective work in Uganda by UNICEF, UNHCR, Learning Equality and others.

“Technology is a tool that has the potential to elevate millions of young people out of marginalization and poverty. It empowers girls and boys with previously unavailable information, new networks and channels to learn and develop 21st century skills,” said Yasmine Sherif, Director of Education Cannot Wait. “Technology partnerships like this mean a brighter future for the 1.3 million refugees in Uganda, and the 75 million children and youth living in crisis worldwide that are in need of immediate educational support.”

 

ECW Director Yasmine Sherif at  during the announcement of ECW partnership with tech giant , Learning Equality, GBCE, and UNHCR to pilot educational technology interventions for refugee children in Uganda.

 

 

 

 

 

 

 

 

ASSESSING THE NEEDS AND DESIGNING SOLUTIONS

Technology can be a game changer, if put to work properly. Contextualization is essential. Technology deployments for education in crisis, in particular, need to be specifically designed with the user, work within the existing technological and societal ecosystem, and be collaborative, scalable, data-driven and open-sourced.

Technological solutions that may prove highly effective in the United States or Denmark, may need to be shifted to meet local needs and capacities in other places. For hardware, technology that is energy efficient, user-friendly and durable will be essential for deployment in these hardship locations. Most importantly, perhaps, technology needs to do no harm.

In November, UNICEF organized a field visit for HP, Learning Equality and Education Cannot Wait to Kampala-area sites to assess hardware and software needs in local schools, consult with government and local stakeholders, and identify suitable solutions. This included a  visit in two secondary schools where students have access to resources to develop science, technology, engineering and mathematics (STEM) and practical skills through the Kolibri software.

The field visit confirmed the popularity of technology with students, the potential of supporting teachers in classrooms and the opportunity to complement teacher-led instructions with technology.

For this pilot, we determined that both hardware and software are needed. In this case, HP will be providing the hardware – an HP School Cloud – while Learning Equality will be providing the software – Kolibri, which has already been tested in the country and contains content that has been vetted and organized according to the Ugandan curriculum.

We believe that integrated technology can be a key component in delivering lessons, and connecting teachers with training materials to improve educational outcomes in refugee hosting districts in Uganda. Through this pilot program in Uganda, we aim to identify the right tools and technology to support larger deployments for multi-year education programmes that the Fund is helping to develop and launch in other countries affected by crisis.

PARTNERING FOR SUCCESS

To effectively deliver technology as a learning solution for the children and youth uprooted by conflict, or living in the midst of war zones, emergencies and disasters, we need to take a multi-pronged approach that leverages multiple partnerships, context-specific technology and human-based solutions, and to empower people with the training and tools they need to effectively integrate technology into mainstream education.

Partnership with HP

HP is an industry leader for education technology. The technology super giant aims to enable better learning outcomes for 100 million people by 2025. For the pilot project in Uganda, HP will engage Learning Equality as a key collaborator to deploy its HP School Cloud and the Kolibri learning platform in select schools delivering education to refugee and host communities children in the spring of 2019. The project will be extended to a number of additional schools over the course of the year to benefit thousands of children.

“Education Cannot Wait is the ideal partner to identify and deploy effective, scalable education solutions to marginalized populations. Together with Learning Equality and ECW, it is HP’s intention to amplify our work in Uganda to serve refugee students around the world,” said Gus Schmedlen, Vice President for Education, HP.

To engineer sustainability into this pilot in Uganda’s refugee-hosting districts from the start, UNHCR will integrate the HP school cloud in existing initiatives and plans that align to governmental priorities and ensure all children will benefit from transformative learning labs. These initiatives already deploy the Kolibri learning platform in schools and refugee centers in Uganda and other countries.

Ensuring linkages with national EdTech stakeholders

Education Cannot Wait and UNICEF organized an “EdTech event” to bring together a wide range of Ugandan and international stakeholders including Aga Khan Foundation, Maarifasasa, Response Innovation Lab, Maendeleo Foundation, Save the Children, War Child Holland, Windle, Woman in Tech, World Bank, Xavier Project, and Yarid with an interest in improving learning outcomes through information and communications technology (ICT). It was encouraging to see other pilot programmes/approaches which also have accessibility, learning, scalability and sustainability at their core. The EdTech event took place at the Hive Colab, the first technology and innovation hub for ICT entrepreneurs in Kampala.

This was also an opportunity for representatives from HP, Learning Equality, Education Cannot Wait and the Ugandan National Curriculum Development Centre to share lessons on sustainability, curricula, teacher empowerment and community involvement, providing precious guidance for effective project formulation and to ensure linkages to the wider EdTech environment in Uganda.

DEPLOYING TECHNOLOGY AS A LEARNING SOLUTION IN CRISES SETTINGS

The key element to deploying technology in emergencies is about Connecting People with Technology.

Connecting

Not all refugee settlements benefit from 4G internet connectivity. In Uganda, this challenge is being addressed by creating local networks within the pilot sites. These work basically as an intranet to run offline server platforms like Kolibri, connect people, and ensure access to educational materials. Power – or the lack of electricity grid – is another obstacle to address to ensure connectivity. Yes, you need to power these devices and we will rely on existing solar powered systems or the grid, where available, and if not, bring solar power to schools.

Empowering People

No matter how successful one is at setting up the necessary hardware, the most important element is the human factor. You can’t just give people a computer and expect them to assimilate the new technology. The success of the pilot will lie in the users’ agency and involvement. This is why engagement with communities, and sharing lessons learned with other EdTech providers, is key for all partners involved.

Links

About the authors

Johannes Kiess is an Innovative Finance Adviser at Education Cannot Wait.

Michael Corlin is the Education Cannot Wait Country Lead for Uganda.

 

‘THE LONGEST NIGHT’

Photo Noreen Chambers/UNICEF
Photo UNICEF/Noreen Chambers

WITH SUPPORT FROM EDUCATION CANNOT WAIT, TEACHERS IN PAPUA NEW GUINEA ARE HELPING CHILDREN TO RECOVER FROM THE TRAUMA OF THE 2018 EARTHQUAKE WITH TEMPORARY LEARNING SPACES, GENDER-SENSITIVE APPROACHES AND NEW TRAININGS TO DEAL WITH THE CHALLENGING TIMES AHEAD

Ms. Julie James Rodney, the teacher in charge of the Injua II Elementary School in Papua New Guinea’s remote and wild Kutubu District describes living through the horrors of the February 2018 earthquake and its aftershocks as “the longest night.”

During that long night, children of Rodney’s school lost everything: their homes were shattered, and their school was destroyed, profoundly wounding the young hearts and minds. In the wake of the disaster, many families struggled to get enough to eat or drink and returning to school seemed like a far-fetched dream for many.

In all, some 127,000 people required emergency humanitarian assistance after the quake. Half of the schools in the affected area were partially damaged with three totally destroyed. Student attendance dropped drastically. As a consequence of the quake, lawlessness and tribal violence spiked, further increasing the vulnerability of people. Girls and women in particular face increased risks of gender-based violence. This affects the academic and social development of girls and boys in the region, putting their futures in jeopardy.

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Photo UNICEF/Noreen Chambers

FROM THE FOUNDATIONS UP

Rodney lives with her husband and three daughters in the school grounds where she teaches. In the morning they assessed the damage from the quake, finding the roof of her home blown away, the foundation of the school building ripped apart, and collapsed buildings and destruction everywhere.

Photo UNICEF/Noreen Chambers
Ms. Julie James Rodney. Photo UNICEF/Noreen Chambers

“People’s houses were flattened to the ground and covered in debris. It was a miracle that no one in my village was killed. We still feel the tremors and they send chills down my spine. We are still so anxious that this thing ­– or something worse – will happen again,” said Rodney. “It was difficult to get the children back into a school routine because they were deeply traumatized. They found it difficult to concentrate and worst of all they would react to any noise or bang and run out of the classroom shouting ‘earthquake.’ They are still scared, and we have not been able to fully re-establish their routine or make them feel safe again. It’s a long process.”

Rodney and hundreds of other teachers like her are receiving support from a fast-acting US$1.5 million emergency response allocation from Education Cannot Wait. Coordinated by UNICEF, the programme is implemented on the ground by trusted local and international partners that include the Adventist Development and Relief Agency, the Catholic Diocese of Mendi, The Evangelical Church of Papua New Guinea and Save the Children.

The programme was designed to get children back in school, to establish temporary learning spaces, and to support these communities in building back better after the quake.

To build community buy-in and ownership, community leaders, school boards of management, church leaders and provincial and district education office representatives were consulted and involved in the programme from the start and included in ongoing school monitoring visits. Children and youth were actively involved in both the design phase and in selecting sites for water, sanitation and hygiene facilities. Hygiene clubs have encouraged children to improve handwashing practices. Parents and community members are being engaged on multiple levels to encourage school attendance.

The programme has made great progress in its first six months (as reported in October 2018): close to 3,000 girls and 3,900 boys were enrolled in safe temporary learning spaces, and more than 7,000 children (43 per cent girls) accessed psychosocial first aid services and were trained on how to best prepare to face such disasters. Training workshops for teachers like Rodney were also provided so they can help children cope with their trauma.

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PUTTING GIRLS FIRST

Even before the quake, Papua New Guinea had alarming rates of insecurity and gender-based violence. Two out of three women have suffered from some sort of physical or sexual violence in their lifetimes, while over 40 per cent of men have admitted to raping someone (ODI, 2015). To help address this, ECW’s investment focused on supporting the safety of girls and gender equality. Gender-sensitive facilities where both girls and boys have access to toilets and sanitation facilities and services in schools were designed. This includes provisions to allow girls to manage menstrual hygiene with dignity. In addition, gender topics were included in the training workshops to raise awareness on how disasters exacerbate gender inequalities and gender-based violence and how to foster a more protective environment.

Rodney was one of the teachers that received advanced training from UNICEF in close collaboration with Save the Children through the programme.

“These resources will help us to start teaching again – properly. The children will be so excited to see the [new] resources,” said Rodney.
Papua New Guinea

Story by UNICEF Papua New Guinea, with Greg Benchwick, Education Cannot Wait

WEBINAR ON REACT: BUILDING PARTNERSHIPS FOR EDUCATION IN EMERGENCIES

You are cordially invited to join GBC-Education and INEE for a webinar showcasing how business and implementation partners can use the Rapid Education Action (REACT) digital platform to deliver much-needed resources to children caught in conflict. The webinar features a panel discussion with expert voices from Education Cannot Wait, INEE, Avanti Communications and ARUP International Development.

React20 March 2019 from 9:00-10:00am (New York time zone)

You are cordially invited to join GBC-Education and INEE for a webinar showcasing how business and implementation partners can use the Rapid Education Action (REACT) digital platform to deliver much-needed resources to children caught in conflict. The webinar features a panel discussion with expert voices from Education Cannot Wait, INEE, Avanti Communications and ARUP International Development.

REACT is a matchmaking platform that channels support from businesses – in the form of financial and in-kind contributions, technical expertise, and employee volunteers – to NGOs and other organizations providing educational opportunity in emergency situations.

During the webinar, GBC-Education will conduct a live demonstration of the REACT digital platform (www.now-react.org). Attendees will learn how to register for an account and request urgent resources on the website to get matched with and receive support from appropriate private sector organizations. Click to read more in the REACT flyer.

The demonstration will be followed by a panel discussion with:

Yasmine Sherif, Director, Education Cannot Wait

Dean Brooks, Director, INEE

Graham Peters, Managing Director, Avanti Communications

Hayley Gryc, Associate, ARUP International Development

Panelists will share insights on the importance of public-private partnerships in education in emergencies, lessons learned from navigating the REACT partnership process, and useful tips on how to more effectively work across the sectors to harness meaningful partnership opportunities.

Register

DUBAI CARES COMMITTED TO CONTINUE INVESTING IN EDUCATION IN EMERGENCIES

Tariq Al Gurg shaking hands with Gordon Brown.
Tariq Al Gurg shaking hands with Gordon Brown.

PARTNER VOICES Q&A

‘EVERY CHILD IS BORN EQUAL AND EDUCATION IS EVERY CHILD’S BIRTH RIGHT’

A founding partner of Education Cannot Wait, Dubai Cares remains committed to funding education in emergencies through its growing global portfolio of philanthropic investments. With a total US$6.8 million in current contributions over four years, the philanthropic organization is a key contributor to the Education Cannot Wait global resource mobilization efforts, which focus on working with the private and philanthropic sectors, bilateral and multilateral donors, United Nations and civil society organizations, and country-level partners. Dubai Cares was a first responder joining Education Cannot Wait to rapidly fund the Rohingya refugees when arriving in Cox’s Bazaar in Bangladesh in the early fall of 2017, providing an additional half-million US dollars to the Fund to allow for an immediate response to the emergency.

Through this broad coalition of stakeholders, Education Cannot Wait aims to mobilize US$1.8 billion by 2021 to reach 8.9 million children living in crisis and emergencies with quality education. Funding for education in emergencies has been historically low, but is slowly on the rise, with supporters like Dubai Cares helping to advocate for a global response to the glaring needs of children and youth caught in situations of crisis. In 2013, education in emergencies accounted for just 2 per cent of humanitarian aid. In 2018, it accounted for 4 per cent. Nevertheless, a major deficit remains and 75 million children living in crisis are still in need of educational support.

We connected with the CEO of Dubai Cares, Tariq Al Gurg, to learn more about the foundation’s key role in education in emergencies and why they’ve decided to dedicate a third of their resources to fill the gap that’s left millions of children behind worldwide. A leading global advocate for increased visibility and support for children left behind in fragile and crisis-affected countries, Al Gurg has been recognized by Irina Bokova, former director of UNESCO, for his role in transitioning Dubai Cares from a young philanthropic organization into a global leader in the international education arena.

Q. Dubai Cares is a founding partner of Education Cannot Wait, and a generous funder of the Fund’s efforts to deliver safe and reliable education to millions of children and youth living in emergencies and protracted crisis. As a foundation, can you tell us why Dubai Cares decided to invest its energies, resources and talents into the new global Fund?

A. As a philanthropic organization with no operational presence on the ground and limited direct access to populations in need in emergency and protracted crisis contexts, it is important for us that we support the partners best placed in each context to help deliver education to those most in need. The establishment of Education Cannot Wait as a new global fund for education in emergencies allows foundations like us to support a mechanism that enables improved delivery of education to children and young people displaced by conflicts, epidemics and natural disasters through a coordinated and collaborative effort that minimizes transaction costs and maximizes impact.

As a member of the High-Level Steering Group for Education Cannot Wait, Dubai Cares contributes to leveraging additional finance and catalyzing new approaches to funding and innovation to deliver education in emergencies and protracted crises. As a foundation representative, Dubai Cares aims to highlight the role foundations can play in supporting the global education in emergencies ecosystem and bridge the gap between traditional humanitarian funding mechanisms and private and philanthropic donors.

By supporting the secretariat costs of Education Cannot Wait, Dubai Cares remains committed towards increasing its effort to support the delivery of education in emergencies with the hope of reaching all crisis-affected children and youth with safe, free and quality education.

Q. Why is access to education for children living in crisis and conflict important for the economic future of our world in general? What do you think is the role of foundations and philanthropy in supporting quality learning for children and youth in crisis settings?

A. Never before in humankind’s history has the urgency for education in emergencies been more important. The positive impact of education on societies and future generations is undeniable. Education in emergencies and protracted crises has the power to provide physical, psychosocial, and cognitive protection that can sustain and save children’s lives.  Also, education in emergencies can help child soldiers, internally displaced persons, refugees and all those affected by emergencies to reintegrate back into society, and overcome the negative effects that emergencies can have on people. Schools can provide safe spaces for children to build friendships, play and learn. In addition, there is sufficient empirical evidence to prove the positive economic impact of education, as for every extra year a refugee child spends in school, their future income increases by 3 per cent.

Foundations and philanthropic organizations are not always best placed to fund emergency response interventions, whether in education or other sectors. Financing for education in emergencies must be quick. It must be available for immediate disbursement and be integrated into the existing humanitarian financing mechanisms; long-term and continuous; flexible and allocated to unconventional and traditional solutions; equitable and reach all children; and finally be directed to new and necessary evidence-based interventions. The mandates and annual funding cycles of foundations are often restrictive and they rarely have a detailed overview of who is best placed to respond in a particular emergency due to lack of direct access on the ground. Nonetheless, foundations and philanthropic organizations play a critical role in supporting the funding and coordination mechanisms in the larger education in emergencies ecosystem. Philanthropic funding for evidence generation, capacity building and global goods in the sector allows for targeted, measurable and high-impact investments that enable the entire education in emergencies system to deliver in a more coordinated and effective way. This is exactly why Dubai Cares supports the ECW secretariat.

Q. How can Dubai Cares, Education Cannot Wait and our partners work to achieve the Sustainable Development Goals, and why is universal and inclusive access to education important?’

A. Dubai Cares is playing a key role in helping achieve the United Nations Sustainable Development Goals (SDGs), particularly goal number 4, which aims to ensure inclusive and quality education for all and promote lifelong learning by 2030, by supporting programmes in early childhood development, access to quality primary and secondary education, technical and vocational education and training for youth, as well as a particular focus on education in emergencies and protracted crises.

Every child is born equal and education is every child’s birth right; it is unacceptable that children, especially those living in developing countries, have to live in unhygienic conditions, go to school hungry, suffer from diseases and illnesses, work at a young age to support the family, and have little or no access to education, among others. Education equips children and young people with the capacities and qualities necessary to address the challenges that humanity is facing. Education builds sustainable and resilient societies and contributes to the achievement of the other SDGs. Education should be inclusive and universal in its principles and local in its impact.

Foundations along with both governments and the private sector can play a critical role in achieving the SDGs by sharing information, resources, and capabilities. Therefore, collaboration is key to fulfill the goals; it’s not the sole responsibility of one entity – we should altogether join our efforts for the common good. Our strategic partnership with Education Cannot Wait is testimony of the power of partnership to make a lasting change for the millions of children out of school due to conflict or crisis.

Q. How can we provide better access to education for refugees and why is this important?

Refugees face a particular situation with respect to being denied access to education. They are residents in a country different from their own, and have therefore limited, if any, access to their own country’s education system. Education for refugees needs to take place within accountable systems that provide certification to ensure valuable and relevant learning.

In addition, an emergency response should take into account physical protection through measures that include strengthening school infrastructure and providing a safe haven for learning. Moreover, teachers involved in the education of refugees need adequate training and regular pay. Emergency education supplies and materials are also needed to meet the cognitive, psychosocial and developmental needs of children in emergencies.

With all of the above, funding remains the most important aspect of support to ensure that every crisis-affected child and young person is in school and learning. This requires the coming together of grassroots activists and decision-makers from the corridors of power.

Q. Girls in crisis face increased risk of being left behind. How can we work to achieve more equitable and safe educational outcomes for girls and adolescent girls?

A. In some parts of the world, girls are still denied their fundamental right to education for different reasons, not to mention when girls are affected by emergencies. Girls are especially at risk, and are 2.5 times more likely to be out of school in countries affected by conflict than boys.

In order to help girls affected by emergencies, we need to provide girls with the necessary skills and tools to cope within or break the cycle of violence and contribute to their communities’ recovery. In particular, girls need education to take control of their own lives. An educated girl is better protected against gender-based risks, such as early marriage and pregnancy, abuse and exploitation, and also better prepared to be able to make the right choices for herself and her society. In addition, it is crucial to educate boys and men about gender equality by engaging them in promoting girls’ and women’s rights.

Q. Education Cannot Wait supports education responses in many crisis areas in Africa, the Middle East and Asia, including several Arab States. Why is it important to support education responses in these regions? How can it contribute to increasing security and prosperity in these regions?

A. Despite the growing number of children caught in conflict and natural disasters, statistics show only 2% of overall humanitarian aid is spent on education. This makes the needs of children living in fragile states an urgent priority for Dubai Cares.

When Syrian refugee children are forced to leave their homes due to the ongoing conflict or Nepalese children are displaced because of an earthquake or boys and girls in Sierra Leone are quarantined because of the Ebola outbreak, education is one of the first casualties and one of the last services to be restored.

Education in emergencies provides stability and security to refugee children, when everything else around them has collapsed. The classroom has proven to be a peaceful environment for children affected by emergencies. In addition, children gain life-saving skills and acquire critical information on health and safety that they in turn are able to share with their families and communities. Education in emergencies also reduces the psycho-social impact of trauma and displacement. It is also the first line of response for promoting the recovery and wellbeing of children and adolescents.

Q. What is the strategic value-ad of your partnership with Education Cannot Wait?

A. Education Cannot Wait is a first-of-its-kind fund that brings together public and private partners determined to work together, identify creative and collaborative solutions for Education in emergencies and mobilize the funding required to deploy rapid-response and – more importantly – multi-year programmes relevant to each specific crisis context.

Our involvement with Education Cannot Wait opens doors for us to connect directly with implementers, thus allowing us to receive first-hand and real-time information and reports on emergency situations and the required/recommended educational interventions, which we as a foundation would not normally have direct access to. ECW also represents a collaborative way of working that increases coordination and brings together the best minds from around the world to exchange opinions and ideas, broaden knowledge, share best practices, highlight challenges and formulate solutions.

This is specifically of importance to Dubai Cares as it connects us to businesspeople, leaders, employers, innovators, humanitarians and philanthropists who play a critical role in tackling Education in emergencies, from HQ level to the very closest level in the affected countries.

Q. Anything you would like to add?

A. More collaboration at country and thematic levels is key to support harmonized and effective coordination, joint planning, and response in Education in Emergencies programming. Due to the significant role education plays in the well-being of societies, it is of paramount importance that sufficient funding is allocated to this key pillar for the healthy advancement of civilization.

Tariq Al Gurg[1]

GLOBAL CHARITY THEIRWORLD ANNOUNCES US$2.85 MILLION CONTRIBUTION TO EDUCATION CANNOT WAIT, LAUNCHING INNOVATIVE PUBLIC-PRIVATE PARTNERSHIP

PRESS RELEASE

GLOBAL CHARITY THEIRWORLD ANNOUNCES US$2.85 MILLION CONTRIBUTION TO EDUCATION CANNOT WAIT, LAUNCHING INNOVATIVE PUBLIC-PRIVATE PARTNERSHIP  

GENEROUS GRANT FROM THE DUTCH POSTCODE LOTTERY MAKES THEIRWORLD’S CONTRIBUTION POSSIBLE

5 March 2019, New York – The global charity Theirworld announced today a new US$2.85 million (2.52 million euros) contribution to Education Cannot Wait to support the rapid deployment of education assistance to refugee, displaced and vulnerable children caught in some of the world’s worst humanitarian crises.

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Amsterdam, 4 March 2019: The Chair of Theirworld, Sarah Brown, receiving a generous grant from the Dutch Postcode Lottery at the annual Goed Geld Gala in Amsterdam.

This contribution was made possible through a US$3.57 million (3.15 million euros) grant from the Dutch Postcode Lottery to Theirworld for the global charity to support education in emergencies which was announced at the annual Goed Geld Gala in Amsterdam on Monday. Theirworld will direct US$2.85 million (2.52 million euros) of this generous grant to be delivered in partnership with Education Cannot Wait, launching a unique public-private partnership between the lottery,  and Education Cannot Wait. As part of the new partnership, Theirworld’s Safe Schools Framework will provide guidance on how investments in safe schools and learning environments can be made more effective.

“We are more impactful by working together, and the award by the Dutch Postcode Lottery will allow us to not only deliver education to the most marginalised children, but leverage-up the funding through campaigning to have a multiplier effect for children,” said Sarah Brown, Chair of Theirworld.

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Education Cannot Wait brings together a wide coalition of partners. Through the Fund’s innovative investment modalities, bilateral and multilateral donors, foundations and companies, governments, United Nations agencies and civil society organizations work together to mobilize new education financing and to deploy joint programmes that span across humanitarian and development aid sectors.

“The funding will be used to provide rapid education assistance in places where it is needed most” said Justin van Fleet, Theirworld’s President.  “This new partnership will allow us to support thousands of children living in refugee camps who are not in school – where we need to provide education quickly so they are not part of the lost generation – while we also finding the longer-term solutions so all children can reach their full potential.”

Gordon Brown, United Nations Special Envoy for Global Education & Chair of the ECW High-Level Steering Group (HLSG)
Gordon Brown, United Nations Special Envoy for Global Education & Chair of the ECW High-Level Steering Group (HLSG)

This contribution by Theirworld and the Dutch Postcode Lottery joins contributions by business partners through the Global Business Coalition for Education and Dubai Cares, another major education philanthropist. It is the second largest single private contribution to date to Education Cannot Wait – a new global fund that seeks to mobilize US$1.8 billion by 2021 to provide access to education for girls and boys living in war zones, conflict and disasters. Some of Theirworld’s funding will be placed in challenge grants to be matched by other private contributors to multiply the impact.

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“We are profoundly grateful to Theirworld for this contribution to Education Cannot Wait, and to the Dutch Postcode Lottery for making this possible. This is an important signal for other private foundations looking to support educational initiatives. It sets an example for other donors to follow through and we hope to leverage this funding with additional public-private partnerships”, said Yasmine Sherif, Director of Education Cannot Wait.

Education Cannot Wait’s investments have already reached more than 1 million children in crisis such as the recent tsunami in Indonesia, escalating violence in North-East Nigeria, ongoing conflicts in Syria,  Afghanistan and the Central African Republic, and massive refugee influxes in Bangladesh, Ethiopia and Uganda. However, much more remains to be done, with 75 million children in urgent need of educational support in emergencies and protracted crisis worldwide.

IMG_9588Sigrid Kaag, Dutch Minister for Foreign Trade and Development Cooperation – Yasmine Sherif, Director of Education Cannot Wait – Annemiek Hoogenboom, Country Director People’s Postcode Lottery – Sarah Brown, Chair of Theirworld – Sigrid van Aken, Chief Operating Officer of Novamedia and a member of the boards of the Dutch Postcode Lottery

“Education needs to be this generation’s moonshot and this funding from the Postcode Lottery will allow us to mobilise enough people, partners and resources so that every refugee child is at school” said van Fleet.  “We will look for the hardest to reach children in emergencies and keep a watching brief on all hotspots where children’s education is at risk – from the Greek Aegean Islands, Venezuela and Syria to the Central African Republic and beyond.”

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After years of campaigning, including by Theirworld’s cohort of 1,000 Global Youth Ambassadors, the Education Cannot Wait fund was established in 2016 at the World Humanitarian Summit to provide education to the millions of children and youth who have lost out on education because of war, disasters and crisis. The Fund’s investments focus on increasing access to quality and equitable education in safe and protective learning environments for the most marginalized and vulnerable children, with a special attention to girls, children with disabilities and minorities.

“It is thanks to the voices of young people across the world that education is becoming a global priority for all of humanity – regardless of borders. Education Cannot Wait will quickly translate this generous funding into concrete delivery of education to refugee and displaced children with our new partner Theirworld,” said Sherif.

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Notes to Editors:

Education Cannot Wait (ECW) is the first global fund dedicated to education in emergencies. It was launched by international humanitarian and development aid actors, along with public and private donors, to address the urgent education needs of 75 million children and youth in conflict and crisis settings. ECW’s investment modalities are designed to usher in a more collaborative approach among actors on the ground, ensuring relief and development organizations join forces to achieve education outcomes. Education Cannot Wait is hosted by UNICEF. The Fund is administered under UNICEF’s financial, human resources and administrative rules and regulations, while operations are run by the Fund’s own independent governance structure. For more information: www.educationcannotwait.org

Theirworld is a global charity which unleashes the potential of the next generation.  Every child deserves the best start in life, a safe school to learn in, and skills for the future.  We analyse complex systems to identify the barriers to progress and then use our tools of campaigning, innovation projects and partnership building to unlock the innovation, finance, political will and inclusion necessary to create change from the top down and bottom up.

The Global Business Coalition for Education, an initiative of Theirworld, serves as the business community’s social impact advisor, combining the expertise of education and business to develop customised programs and identify investments, partnerships, and opportunities that will have the greatest impact for children and youth.

The Nationale Postcode Loterij (The Dutch Postcode Lottery) is the biggest charity lottery in the Netherlands. Since the start in 1989, the Dutch Postcode Lottery has contributed over 5.5 billion euros to charity organisations dedicated to ‘people’ and ‘planet.’ It now supports 112 charities worldwide and plays a pioneering role in the quest for a fair and enterprising, green and responsible world.

For press enquiries, contact:
Anouk Desgroseilliers, adesgroseilliers@educationcannotwait.org, +1 917 640-6820