Special contribution by UNICEF Niger (View Original)

The “Education Cannot Wait” Fund allocated US$750,000 towards a UNICEF-initiated education in emergency response programme to support 9,000 girls and boys affected by the ongoing protracted crisis in Libya which is compounded by the COVID-19 pandemic.

The protracted crisis in Libya is now entering its ninth year and has left over 400,000 people in displacement, including nearly 120,000 children. Since 15 March 2020, schools and non-formal learning centres in Libya have remained closed to limit the spread of COVID-19; this has left at least 1.3 million students out of school.

The closure has also left conflict-affected children and adolescents unable to access various essential services including psychosocial support, as schools and non-formal learning centres serve as access points for these services.

“With more than eight months into the pandemic, children’s education is significantly disrupted. With education on hold, their future will be on hold. We cannot allow that,” said UNICEF Special Representative in Libya, AbdulKadir Musse. “This initiative will enable UNICEF and its partners to help children in Libya, including the most vulnerable, such as children with disability and refugee and migrant children. We must act now to ensure they are not left behind.”

The initiative will help to minimize the impact of disruption in education by increasing accessibility while maintaining the safety of children and educational personnel during the COVID-19 pandemic. UNICEF, as the sector lead and in partnership with the “Education Cannot Wait” fund and other stakeholders, has prioritized distance learning, capacity building of educators for mental health and psychosocial support to children, catch up classes, water and sanitation activities, and supplementary food distribution in selected schools.

“This initiative has been most timely, offering hope and assistance to vulnerable boys and girls who have already suffered too much,” said Yacoub El Hillo, Deputy Special Representative of the UN Secretary-General, UN Resident Coordinator and Humanitarian Coordinator for Libya. “We are very proud of this partnership with “Education Cannot Wait” and hope to work with more partners to meet the full scope of the needs in Libya.”

The “Education Cannot Wait” Fund is deeply appreciated by UNICEF, the larger UN family and implementing partners in Libya. This initiative helps to ensure that 4,050 children receive individual learning materials, 2,500 children benefit from supplementary food distribution and 4,000 children receive water, sanitation, and hygiene support. Students with disabilities and children from vulnerable groups, including internally displaced persons, migrants, refugees and host communities, are key beneficiaries of the initiative.

Education Cannot Wait’s ‘Stories from the Field’ series features the voices of our implementing partners, children, youth, and the communities we support. These stories have only been lightly edited to reflect the authentic voice of these frontlines partners on the ground. The views expressed in the Stories from the Field series do not necessarily reflect those of Education Cannot Wait, our Secretariat, donors, or UN Member States.


For each of the past five years, Afghanistan has been identified by the United Nations as the world’s deadliest country for children and, despite progress made in peace talks between the government and the Taliban, child and youth casualties from the ongoing conflict continue to mount in 2020.



An unprecedented global coalition of organizations called for urgent investment in education today to prevent a generational catastrophe. Launching a joint white paper at the Global Education Meeting hosted by UNESCO, the Save Our Future campaign – a movement of the biggest education multilaterals in partnership with over 600 civil society organizations, research organizations, foundations, media, youth, and influencers – put forward an evidence-based roadmap with concrete recommendations for governments to reimagine education systems post-COVID-19.

Education must be part of stimulus packages and education budgets must be protected.

Paris, October 22, 2020 – An unprecedented global coalition of organizations called for urgent investment in education today to prevent a generational catastrophe. Launching a joint white paper at the Global Education Meeting hosted by UNESCO, the Save Our Future campaign – a movement of the biggest education multilaterals in partnership with over 600 civil society organizations, research organizations, foundations, media, youth, and influencers – put forward an evidence-based roadmap with concrete recommendations for governments to reimagine education systems post-COVID-19.

Ninety percent of students in all countries and continents – nearly 1.6 billion school children and youth – had their education disrupted at the height of pandemic lockdowns, marking the greatest disruption of education in history. With the catalytic impact education has across health, jobs, income growth, climate change, poverty reduction, and social justice, the next generation faces devastating consequences if this education emergency is not addressed.

Despite the dire and known social and economic impacts of this fast-growing education emergency, there is imminent risk that governments will deprioritize investments in education as they make short-term fiscal responses to the pandemic. This means that low- and lower-middle-income countries could face an annual financing gap of about $200 billion. If governments and development partners do not invest in education urgently, this crisis could turn into a catastrophe from which millions of children may never recover, particularly marginalized vulnerable children and adolescents, including refugees, girls, and children with disabilities.

The white paper—Save Our Future: Averting an Education Catastrophe for the World’s Children—recommends that governments and the international community commit to:

  • Protecting education budgets and targeting budgets to those left furthest behind,
  • Fully financing education as a key part of the COVID recovery,
  • Improving coordination and use of evidence to ensure education funding achieves maximum impact. The future of an entire generation is at stake. In addition, governments should also:
  • Prioritize safely reopening schools, resume delivering vital services such as health and nutrition to children, and protect the education workforce,
  • Transform education – making it more inclusive, engaging, and adaptive so that it can act as the engine of sustainable development desperately needed,
  • Strengthen the education workforce so that teachers and other professionals are equipped to enable learning and well-being for all children,
  • Focus education technology where it is proven to be effective and most equitable and avoid the risk that technology continues to exacerbate inequality.

This is a defining moment for the world’s children and young people. The opportunity to reimagine and reboot education must be seized in bold ways, developing a new vision for children in the decade ahead. This cannot wait.


View Quote Sheet from Save Our Future Partners. 

  • “The COVID-19 pandemic has brought a new reality that necessitates a rethinking of education delivery, with technology coming into sharp focus as an enabler to such a delivery. Today more than ever before, no learner should be left behind. Addressing the challenge of delivering quality education equitably and inclusively, requires out-of-the-box ideas, strategies and partnerships, least of which is the deployment of a multipronged approach as one solution does not fit them all.” Albert Nsengiyumva, Executive Secretary, Association for the Development of Education in Africa (ADEA)
  • “We have learned from past crises that children at highest risk who are missing out on education may never return to the classroom. We cannot allow this to happen as a result of the pandemic. As we build back we must view educators as among the first responders and focus financing on the children who are being left the furthest behind. Let’s enable a better future for all by ensuring equity and inclusion through the provision of quality education.” Mary Joy Pigozzi, PhD, Executive Director of Educate A Child, a global programme of the Education Above All Foundation
  • “For millions of vulnerable children and youth already impacted by armed conflicts, forced displacement, climate-change induced disasters, COVID-19 is another crisis upon already existing crises. For a young child or adolescent, it is easy to lose hope. As the global community works together to respond to the COVID-19 crisis, we must remember that access to an education is one of the very last hopes for any child and young person enduring a protracted crisis. We must put education of millions of crisis-affected girls and boys at the center of our efforts. If we fail to immediately protect their right to a quality education and the safety, hope and opportunity it provides, post-crisis recovery will not take off, but will remain a mere wish. Let us deliver on their hope and build back better.” Yasmine Sherif, Director of Education Cannot Wait
  • “For understandable reasons, the lion’s share of emergency funding to fight the pandemic has so far gone to public health interventions and economic recovery. But, because it is so essential to every person on the planet – as well as to health, economic development and poverty reduction, environmental sustainability, gender equality, social justice and much more – education deserves a place alongside these priorities. Countries and international bodies must make education the center of the COVID-19 crisis response.” Liesbet Steer PhD, Director of the Education Commission The future of an entire generation is at stake.
  • “COVID-19 has shone a spotlight on the fragility of education systems around the world. The global community must come together to address this crisis and ensure that our children’s learning is not a victim of this pandemic. To save our future, we must prioritize inclusive, quality education, so that children keep learning, no matter the circumstance.” Amel Karboul, CEO of the Education Outcomes Fund
  • Disrupted learning and losing the lifeline of school could permanently derail millions of children’s lives, especially the poorest girls. Reopening schools is not enough. We need to create stronger, more resilient education systems and find innovative ways to deliver quality distance learning, so that all girls and boys can reach their full potential and harness the opportunities of the 21st century. Investment in education must be at the center of pandemic recovery plans. Fully funded, GPE will help transform education systems so that they serve the most vulnerable children who have been hit hardest by COVID-19.” Alice Albright, CEO of the Global Partnership for Education
  • “Alongside the Covid-19 health crisis, we are facing a global education emergency. Without an urgent international response, that emergency will rob millions of the world’s most deprived children of the hope and opportunity that comes with learning. This White Paper provides an antidote for the learning crisis. It is a call to action for children.” Kevin Watkins, Chief Executive of Save the Children UK
  • “When education is in danger so is our future. It’s in our hands to make sure that young generations are not excluded from their right to education because of the global health and economic crisis but rather empowered with inclusive, quality learning to act for a more sustainable and peaceful future.” Stefania Giannini, UNESCO Assistant Director-General for Education
  • “COVID-19 related disruptions to education systems around the world will have a particularly devastating impact on refugee communities and on refugee learners. Data analysis between UNHCR and the Malala Fund found that half of all refugee girls who are in secondary school – already just 25% of that age group – may never set foot in a classroom again after COVID. Within global and national protocols for safe school re-opening, restarting education for refugees and other vulnerable populations is crucial. One of the best ways to achieve this is through the explicit inclusion of refugees in national plans, budgeted response plans and programmes to enhance the quality of education – both in response to COVID and in the long term. Education is consistently prioritized by refugee children and their parents and we have a duty to provide it.” Filippo Grandi, United Nations High Commissioner for Refugees
  • “COVID-19 has exposed deep inequalities in how children learn, the tools available to them, and the investments made in their education,” said UNICEF Executive Director Henrietta Fore. “This is a child rights crisis. The longer it goes on, the deeper these inequalities become. Business as usual is not an option. We need an urgent commitment to keep children at the centre of all decisions on the safe reopening of schools. We also need new, fast and scaleable ways to deliver quality education remotely.” Henrietta Fore, UNICEF Executive Director
  • “Since April, around 370 million children have missed out on meals and essential health services due to school closures. Without school acting as a gateway for families to access health and nutrition programmes, issues like hunger, poverty and malnutrition are exacerbated for millions of the world’s poorest children. If we’re serious about building a more inclusive and resilient education system for future generations then ensuring good health & nutrition is critical. We need to invest in learning AND the learner to ensure a whole generation of the most vulnerable children are not left behind.” David Beasley, Executive Director UN World Food Programme
  • “Even before COVID-19, more than half of all children in the developing world couldn’t read a simple passage by age 10. The pandemic has sparked a crisis within that learning crisis. The disruption of societies and economies caused by the COVID-19 pandemic is aggravating the pre-existing global education crisis and impacting education in unprecedented ways. Without concerted, aggressive action to help today’s children recover and improve foundational literacy and numeracy skills, they will suffer lifelong scars, leaving school earlier and earning less throughout their lifetimes. But we can act: we know how to turn this around, if we just heed their call to ‘Save Our Future.’” Jaime Saavedra, Global Director for Education, World Bank
  • “As a record number of children and youth are affected by school closures and governments face serious economic challenges, we need to remind ourselves that education is the most powerful investment in our shared future, and should be a fundamental pillar of global and national responses to the pandemic. Decisions taken in the next few months will be pivotal in enabling or hindering the children of today to secure meaningful employment and have the skills and knowledge they will need to solve the many future world challenges. Now, more than ever, we have a shared responsibility to rebuild a future in which all children can engage in meaningful learning experiences, allowing them to flourish and acquire the skills they need to be productive, lifelong learners. We MUST build back better for ALL children as they are the future. The LEGO Foundation is honoured to support the Save our Future campaign which invites all of us to both protect and reimagine education in a post-COVID world.” John Goodwin, CEO of the LEGO Foundation

White Paper Highlights

Education faces a triple threat:

  • 90% of children in the world have had their education interrupted due to COVID-19. This means that vulnerable children are missing out not only on education but also on vital services such as nutrition and health.
  • Budgets for education are at risk of being slashed due to the financial impacts of COVID-19 and this could lead to a huge funding gap of almost $200 billion per year for low- and middle-income countries.
  • These COVID-19 impacts are hitting an education system that was already in crisis: even before the pandemic more than half of 10-year-olds in low- and middle-income countries were not learning to read a simple text.

This White Paper, issued as part of the Save Our Future campaign, sets out priority actions to deliver changes in the coming 6-24 months in order to avert an education catastrophe.

In light of the scale of the crisis, the paper focuses primarily on education from pre-primary to secondary and in particular on those children who are most left behind, including children who live in locations where the vast majority of children are not learning, as well as children from marginalized groups. It includes children who are out of school and those who are enrolled in school but learning very little.

Download the full paper here

Download the executive summary here

Download the cheat sheet here

Download the press release here

Download the quote sheet here

Background Papers

This paper is based on a thorough analysis of the evidence and has been informed by a series of background papers developed by working groups consisting of 200+ experts from a wide range of organizations, geographies, and disciplines.

Download Background Paper 1: Education in Crisis
Download Background Paper 2: From Schooling to Learning for All: Reorienting Curriculum and Targeting Instruction
Download Background Paper 3: EdTech and COVID-19 Response
Download Background Paper 4: Strengthening the Education Workforce and Creating Learning Teams
Download Background Paper 5: Unlock Education for All: Focus on the Furthest Behind
Download Background Paper 6: Turning Education Systems into Learning Systems

TWEET ME: Investment in #education as part of #COVID19 recovery will avert a generational catastrophe. This and more in new @SaveFutureNow paper:


About the Save Our Future Campaign

Save Our Future is a global movement of diverse voices uniting to amplify the voices of children and young people as they deliver a simple, yet powerful message amidst the COVID-19 crisis: Save Our Future. The campaign seeks to ensure that: all children and youth to continue to learn during lockdowns through inclusive distance learning; every child and youth is supported to return to school when it’s safe to do so; and governments and donors invest in education now so we can build better, more inclusive, and resilient education systems for the future.

Save Our Future is led by a core hub of the Association for the Development of Education in Africa, the Asian Development Bank, BRAC, Education Above All, Education Cannot Wait, the Education Commission, the Education Outcomes Fund, the Global Partnership for Education, Save the Children, UNESCO, UNHCR, UNICEF, the World Bank, and the World Food Programme in partnership with over 600 organizations and youth.


The Global Education Cluster (GEC), the UN Refugee Agency (UNHCR), and Inter-agency Network for Education in Emergencies (INEE) are delighted to announce the launch of the Initiative for Strengthening Education in Emergencies Coordination (ISEEC).

The Global Education Cluster (GEC), the UN Refugee Agency (UNHCR), and Inter-agency Network for Education in Emergencies (INEE) are delighted to announce the launch of the Initiative for Strengthening Education in Emergencies Coordination (ISEEC).

The launch of ISEEC marks the continuation and formalization of a partnership between the three entities initiated by the Education Cannot Wait funded Global Partners Project (2017-2020) to strengthen education sector coordination during emergencies. In the spirit of this project and our joint pledge at the 2019 Global Refugee Forum to strengthen the quality of education sector coordination, the GEC, UNHCR and INEE will work together through ISEEC to further five key actions:

  • Build shared understanding and acceptance of different education in emergencies coordination systems and ways of working
  • Introduce structural and systemic opportunities for dialogue, exchange and collaboration
  • Allocate time and resources for joined-up coordination and streamlined planning processes
  • Join up coordination at preparedness stage and from the very start of a response
  • Invest in communication, exchange and capacity building between global, national and sub-national education in emergencies coordination systems

As part of the Global Partners Project, the Overseas Development Institute produced an evidence base on joint coordination. Building on its findings and recommendations, the partners will use ISEEC to advance these five actions to improve joint coordination, planning and response emerging. Consult the new report Education in Emergencies Coordination: Harnessing Humanitarian and Development Architecture for Education 2030 to learn more.

Through ISEEC, the GEC, UNHCR and INEE will champion partnership and collaboration across coordination systems by working together to mainstream collaborative approaches at global level and promote joined-up education in emergencies coordination at national and sub-national levels. Investing in strong coordination is integral for an effective, efficient and agile response to growing education needs of children and youth in humanitarian contexts.

Learn more about ISEEC here.


Le cluster éducation mondial (GEC), l’Agences des Nations Unies pour les réfugiés (HCR), et le Réseau inter-agences pour l’éducation en situations d’urgence  (INEE) ont le plaisir de vous annoncer le lancement de l’initiative de renforcement de la coordination de l’éducation en situations d’urgence (ISEEC).

Le lancement de l’ISEEC marque la poursuite et l’officialisation d’un partenariat entre les trois entités initiées par le projet “Education Cannot Wait” financé par Global Partners Project (2017-2020) pour renforcer la coordination du secteur de l’éducation dans les situations d’urgence. Dans l’esprit de ce projet et de notre engagement commun lors du Forum mondial des réfugiés de 2019 à renforcer la qualité de la coordination du secteur de l’éducation, le GEC, le HCR et l’INEE travailleront ensemble par le biais de l’ISEEC pour mener à bien cinq actions clés :

  • Développer une compréhension et une acceptation communes des différents systèmes de coordination et des méthodes de travail en matière d’éducation dans les situations d’urgence
  • Introduire des possibilités structurelles et systémiques de dialogue, d’échange et de collaboration
  • Allouer du temps et des ressources pour une coordination conjointe et des processus de planification uniformisés
  • Assurer la coordination au stade de la préparation et dès le début de la réponse
  • Investir dans la communication, l’échange et le renforcement des capacités entre les systèmes de coordination de l’éducation en situations d’urgence aux niveaux mondial, national et infranational

Dans le cadre du projet Global Partners, l’Overseas Development Institute a produit une base de données probantes sur la coordination conjointe. Sur la base de ses conclusions et recommandations, les partenaires utiliseront l’ISEEC pour faire progresser ces cinq actions afin d’améliorer la coordination, la planification et la réponse communes qui se dessinent. Consultez le nouveau rapport Coordination de l’Éducation en Situations d’Urgence: Exploiter l’architecture humanitaire et de développement pour l’agenda Éducation 2030 pour en savoir plus.

Par l’intermédiaire de l’ISEEC, le GEC, le HCR et l’INEE soutiendront partenariat et  collaboration entre les systèmes de coordination en travaillant ensemble pour intégrer les approches collaboratives au niveau mondial et promouvoir une éducation commune dans la coordination des situations d’urgence aux niveaux national et sous-national. Investir dans une coordination solide est essentiel pour répondre de manière efficace, efficiente et souple aux besoins éducatifs croissants des enfants et des jeunes dans des contextes humanitaires.


El Clúster  Global de Educación (GEC), el alto Comisionado para los Refugiados de las ONU (ACNUR) y la Red Interagencial para la Educación en Situaciones de Emergencias (INEE) se complacen en anunciar el lanzamiento de la Iniciativa para el Fortalecimiento de la Coordinación de la Educación en Situaciones de Emergencias (ISEEC).

El lanzamiento de la ISEEC marca la continuación y formalización de una alianza entre las tres entidades iniciada por el Proyecto Global Partners (2017-2020) financiado por Education Cannot Wait (ECW) para fortalecer la coordinación del sector educativo durante situaciones de emergencias. En el espíritu de este proyecto y nuestro compromiso conjunto en el Foro Global de Refugiados de 2019 de fortalecer la calidad de la coordinación del sector educativo, el GEC, el ACNUR y la INEE trabajarán juntos a través de la ISEEC para promover cinco acciones clave:

  • Construir un entendimiento y aceptación compartidos sobre los diferentes sistemas de coordinación de educación en emergencias y las respectivas formas de trabajo
  • Introducir oportunidades estructurales y sistémicas para el diálogo, el intercambio y la colaboración.
  • Asignar tiempo y recursos para la coordinación conjunta y procesos de planificación optimizados.
  • Unir la coordinación en la etapa de preparación, y desde el comienzo de la respuesta
  • Invertir en comunicación, intercambio y desarrollo de capacidades entre los sistemas de coordianción de emergencias a nivel global, nacional y subnacional.

Como parte del Global Partners Project, el Overseas Development Institute elaboró una base de evidencias sobre la coordinación conjunta. Sobre la base de los hallazgos y recomendaciones, los socios utilizarán la ISEEC para promover estas cinco acciones para mejorar la coordinación conjunta, la planificación y la respuesta. Consulte el nuevo informe Coordinación de la educación en situaciones de emergencia: Aprovechar la arquitectura humanitaria y del desarrollo para la Educación 2030 para obtener más información.

A través de la ISEEC, el GEC, el ACNUR y la INEE fortaleceran la asociación y la colaboración a través de los sistemas de coordinación, trabajando juntos para incorporar enfoques de colaboración a nivel global y promoveran de manera conjunta la coordinación de la educación en situaciones de emergencias a nivel nacional y subnacional. Invertir en una coordinación sólida es fundamental para una respuesta eficaz, efectiva y ágil a las crecientes necesidades educativas de los niños, niñas y jóvenes en contextos humanitarios.


O Cluster Global de Educação (CGE), a Agência das Nações Unidas para Refugiados (ACNUR) e a Rede Interinstitucional para a Educação em Situações de Emergência têm o prazer de dar a conhecer o lançamento da Iniciativa para o Fortalecimento da Coordenação da Educação em Situações de Emergência (ISEEC).

O lançamento desta Iniciativa marca a formalização e a continuidade da parceira estabelecida entre estas três entidades no âmbito do projeto Projeto Parceiras Globais (2017-2020) financiado pelo Fundo a Educação Não Pode Esperar, com o intuito de fortalecer a coordenação sectorial durante situações de emergência. No espírito deste projeto e do nosso compromisso conjunto no Fórum Global sobre Refugiados em 2019 em fortalecer a qualidade da coordenação no sector de educação, o CGE, o ACNUR e a INEE trabalharão em conjunto através da IFCEE nem torno de cinco acões-chave:

  • Construir um entendimento comum e a aceitação de diferentes sistemas de coordenação e formas de trabalho em educação em situações de emergências
  • Criar oportunidades de diálogo, partilha e colaboração estruturais e sistémicas
  • Alocar tempo e recursos para coordenação conjunta e processos de planeamento alinhados
  • Coordenação conjunta durante a etapa de preparação e desde a fase mesmo inicial da resposta
  • Investir na comunicação, intercâmbio e capacitação de sistemas de coordenação de educação em situações de emergência globais, nacionais e locais

Ainda no âmbito do Projeto Parcerias Globais, o Overseas Development Institute reuniu um conjunto de evidências sobre coordenação conjunta. Com base nas conclusões apresentadas nessas evidências, os referidos parceiros vão potenciar a IFCEE para promover estas cinco ações e melhorar a coordenação conjunta, o planeamento e a resposta que sejam necessárias. Consulte o novo relatório: Education in Emergencies Coordination: Harnessing Humanitarian and Development Architecture for Education 2030 para saber mais.

Através desta Iniciativa, o CGE, ACNUR e a INEE vão liderar o estabelecimento de novas parcerias e a colaboração, de forma geral, nos sistemas de coordenação trabalhando em conjunto com vista à implementação de abordagens colaborativas transversais, à escala global; bem como a promover a coordenação conjunta de educação em situações de emergência ao nível nacional e local. Investir no fortalecimento da coordenação é crucial para uma resposta efetiva, eficiente e ágil às crescentes necessidades de crianças e jovens em contextos humanitários.


يسر مجموعة التعليم العالمية (GEC) ، ومفوضية الأمم المتحدة لشؤون اللاجئين (UNHCR) ، والشبكة المشتركة بين الوكالات للتعليم في حالات الطوارئ (INEE) أن تعلن عن إطلاق مبادرة تعزيز تنسيق التعليم في حالات الطوارئ (ISEEC) لتعزيز الترابط، انضم إلى تنسيق قطاع التعليم الذي يعمل على تحسين نتائج التعليم للأطفال والشباب المتضررين من الأزمات.

يمثل إطلاق ISEEC استمرارًا وإضفاء للطابع الرسمي على الشراكة بين الكيانات الثلاثة التي بدأها مشروع الشركاء العالميين الممول من التعليم (2017-2020) لتعزيز تنسيق قطاع التعليم أثناء حالات الطوارئ. انطلاقاً من روح هذا المشروع وتعهدنا المشترك في المنتدى العالمي للاجئين لعام 2019 لتعزيز جودة التنسيق في قطاع التعليم، ستعمل كل من مجموعة التعليم العالمية ومفوضية الأمم المتحدة لشؤون اللاجئين والشبكة المشتركة بين الوكالات للتعليم في حالات الطوارئ معًا من خلال مبادرة تعزيز تنسيق التعليم في حالات الطوارئ لتعزيز خمسة إجراءات رئيسية:

  •  بناء فهم مشترك وقبول لمختلف أنواع التعليم أثناء عمليات التنسيق في حالات الطوارئ وطرق العمل المختلفة.
  • تقديم فرص للحوار والتبادل والتعاون في هيكلية ومنهجية مؤسسات التعليم المختلفة.
  • تخصيص الوقت والموارد للتنسيق المشترك وتبسيط عمليات التخطيط.
  •  الانضمام منذ البداية في عمليات التنسيق ومرحلة التأهب منذ بداية الاستجابة لاي طارئ.
  •  الاستثمار في الاتصال والتبادل وبناء القدرات بين التعليم العالمي والوطني ودون الوطني بين أنظمة التنسيق في حالات الطوارئ.

كجزء من مشروع الشركاء العالميين، أنتج معهد التنمية الخارجية قاعدة أدلة بشأن التنسيق المشترك، وبناءً على النتائج والتوصيات التي خرج بها المعهد ، سيستخدم الشركاء ISEEC هذه النتائج لتعزيز هذه الإجراءات الخمسة لتحسين التنسيق المشترك والتخطيط والاستجابة الناشئة. راجع التقرير الجديد “تنسيق التعليم في حالات الطوارئ: تسخير البنية الإنسانية والإنمائية للتعليم 2030” لمعرفة المزيد.

من خلال مبادرة تعزيز تنسيق التعليم في حالات الطوارئ، ستعمل كل من مجموعة التعليم العالمية ومفوضية اللاجئين والشبكة المشتركة بين الوكالات للتعليم في حالات الطوارئ على تعزيز الشراكة والتعاون عبر أنظمة التنسيق من خلال العمل معًا لتعميم النهج التعاونية على المستوى العالمي، وتعزيز مفاهيم التنسيق في حالات الطوارئ والتعليم المشترك على المستويين الوطني ودون الوطني. يعد الاستثمار في التنسيق القوي جزءًا لا يتجزأ من الاستجابة الفاعلة والفعالة والسرعة لاحتياجات التعليم المتزايدة للأطفال والشباب في السياقات الإنسانية.