ENTREVISTA DO FUNDO A EDUCAÇÃO NÃO PODE ESPERAR SECRETÁRIO-GERAL DAS NAÇÕES UNIDAS, ANTÓNIO GUTERRES

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ECW: Por que motivos a educação é uma prioridade nas emergências e crises prolongadas? 

António Guterres:  A pandemia de COVID-19 devastou as sociedades e criou a maior desestabilização de sempre nos sistemas educativos, afetando mais de 1,5 mil milhões de estudantes.  Embora tenham sido aplicadas soluções de ensino à distância, uma em cada três crianças não teve acesso a essas oportunidades, o que expôs e agravou desigualdades e vulnerabilidades, em especial para aqueles que se encontram em situação de crise.  Em tais circunstâncias, a educação protege as raparigas e os rapazes da violência e da exploração sexuais, do tráfico, da gravidez precoce e do casamento infantil, do recrutamento forçado para grupos armados e do trabalho infantil. Também assegura que continuem a aprender, oferecendo-lhes esperança para o futuro. Ao entrarmos em 2021, a educação tem de estar no cerne da resposta à pandemia e dos esforços de recuperação. Sem um compromisso político resoluto dos dirigentes mundiais, bem como recursos adicionais para o fundo “A educação não pode esperar” e os seus parceiros da ONU e da sociedade civil, milhões de raparigas e rapazes poderão nunca voltar à escola. O investimento na educação dessas crianças e jovens vulneráveis é um investimento na paz, na prosperidade e na resiliência das gerações vindouras, bem como uma prioridade para as Nações Unidas.

ECW: Por que motivos é importante facilitar uma maior colaboração entre os atores humanitários e os do desenvolvimento em contextos de crise? 

António Guterres: Com a intensificação dos conflitos, as catástrofes relacionadas com as alterações climáticas, os deslocamentos forçados a atingirem níveis sem precedentes e as crises a prolongarem-se mais do que nunca, as necessidades humanitárias continuam a crescer a um ritmo que supera a resposta, apesar da generosidade dos doadores de ajuda. As parcerias são cruciais para transformar o sistema de ajuda, acabar com as compartimentações e assegurar que a ajuda seja mais eficiente e economicamente racional. Os programas para a educação integral da criança oferecem um caminho comprovado para as partes interessadas colaborarem no sentido de habilitar as crianças e os jovens vulneráveis para o acesso a uma educação de qualidade em ambientes de aprendizagem seguros, com vista a que concretizem o seu pleno potencial. 

ECW: Que mensagem gostaria de partilhar com as raparigas e os rapazes afetados pela crise, cujo direito à educação ainda está por realizar? 

António Guterres:  Acima de tudo, presto-lhes homenagem pela sua resiliência e comprometo-me a trabalhar com os governos, a sociedade civil e todos os parceiros a fim de superar a pandemia e a crise, que têm constituído reveses tão profundos nas suas vidas. Temos também de intensificar os nossos esforços para reimaginar a educação, formando professores, colmatando o fosso digital e repensando os currículos, no sentido de dotar os educandos de competências e conhecimentos para prosperarem no nosso mundo em rápida mudança.

ECW: Enquanto estudante do ensino secundário em Portugal, ganhou o “Prémio Nacional dos Liceus” como melhor estudante do país. Depois de concluir os estudos universitários em engenharia, iniciou uma carreira como professor. Pode dizer-nos o que significa a educação para si? 

António Guterres:  Muito antes de exercer funções nas Nações Unidas ou ocupar cargos públicos, fui professor. Nos bairros degradados de Lisboa, vi que a educação é um motor para a erradicação da pobreza e uma força para a paz.  Hoje em dia, a educação está na essência dos Objetivos de Desenvolvimento Sustentável.  Precisamos de educação para reduzir as desigualdades, alcançar a igualdade de género, proteger o nosso planeta, combater o discurso de ódio e fomentar a cidadania global.  A defesa da nossa promessa de não deixar ninguém para trás começa pela educação.

ECW:  Após a turbulência de 2020, qual é a sua mensagem para o mundo ao entrarmos em 2021? 

António Guterres:  2020 trouxe-nos tragédia e perigo.  2021 tem de ser o ano para mudar de velocidade e pôr o mundo no caminho certo.  A pandemia fez-nos chegar a um momento crucial.  Podemos deixar para trás um annus horribilis para fazer de 2021 um “annus possibilitatis”: um ano de possibilidade e esperança.  Temos de o fazer acontecer, em conjunto.


مقابلات الرسالة الإخبارية لصندوق «التعليم لا ينتظر»

الأمين العام للأمم المتحدة، أنطونيو غوتيريش

 

السؤال 1- صندوق «التعليم لا ينتظر»: لماذا يُعد التعليم أولوية في حالات الطوارئ والأزمات التي طال أمدها؟ 

 

أنطونيو غوتيريش:  لقد أدّت جائحة «كوفيد-19» إلى زعزعة الاستقرار في المجتمعات وأحدثت اضطراباً غير مسبوق في نظم التعليم، مما أثّر على أكثر من 1.5 مليار طالب.  وفي الوقت الذي نُشرت فيه حلول التعليم عن بُعد، هناك طفلٌ واحد من بين كل ثلاثة أطفال فاتته فرصة الاستفادة من هذه الحلول، مما كشف عن أوجه التفاوت ونقاط الضعف وتفاقمها، لا سيما في أوضاع الأزمات.  وفي ظل هذه الظروف، فإنّ التعليم يحمي الفتيات والفتيان من عدة ظواهر منها العنف والاستغلال الجنسيين، والاتجار، والحمل المبكر وزواج الأطفال، والتجنيد القسري في الجماعات المسلحة، وعمالة الأطفال. كما أنه يضمن مواصلتهم التعلّم، مما يمنحهم الأمل في المستقبل. وفي الوقت الذي نستقبل فيه عام 2021، يجب أن يأتي التعليم في صميم جهود الاستجابة للجائحة والتعافي منها. وبدون التزام سياسي صارم من قبل قادة العالم، بالإضافة إلى توفير الموارد الإضافية اللازمة لصندوق «التعليم لا ينتظر» وشركائه في الأمم المتحدة والمجتمع المدني، قد لا يعود الملايين من الفتيات والفتيان إلى مقاعد الدراسة أبداً. ويُعد الاستثمار في تعليم هؤلاء الأطفال والشباب المعرضين للخطر بمثابة استثمار في السلام والازدهار والقدرة على الصمود لأجيالٍ قادمة ويشكّل أولويةً لدى الأمم المتحدة.

 

السؤال 2- صندوق «التعليم لا ينتظر»: ما أهمية تيسير قدر أكبر من التعاون بين الجهات الفاعلة في مجالي العمل الإنساني والتنمية في سياقات الأزمات؟ 

 

أنطونيو غوتيريش: مع اشتداد النزاعات، والكوارث المتصلة بتغير المناخ، والنزوح القسري الذي بلغ مستويات قياسية، واستمرار الأزمات لفترة أطول من أي وقت مضى، ما زالت الاحتياجات الإنسانية تفوق جهود الاستجابة لها على الرغم من سخاء الجهات المانحة للمساعدات. وتكتسي الشراكات أهمية بالغة بُغية إحداث تغيير جذري في نظام المعونات، وإنهاء التقوقع، وضمان أن تتسم المعونات بكفاءةٍ أكبر وفاعليةٍ من حيث التكلفة. وتطرح برامج ’التعليم المُتتامّ للطفل‘ سبيلاً مجرَّبة ليتعاون فيها أصحاب المصلحة من أجل تمكين الأطفال والشباب المعرضين للخطر من الحصول على تعليم جيد في بيئات تعليمية مأمونة حتى يتمكنوا من تحقيق كامل إمكاناتهم. 

 

السؤال 3- صندوق «التعليم لا ينتظر»: ما الرسالة التي تودّون مشاركتها مع الفتيات والفتيان المتضررين من الأزمات الذين لم يحظوا بحقهم في التعليم بعد؟ 

 

أنطونيو غوتيريش:  ⁦⁩قبل كل شيء، أودّ أن أحيّي قدرتهم على الصمود وأنا ملتزم بالعمل مع الحكومات والمجتمع المدني وجميع الشركاء للتغلب على الجائحة والأزمات التي شكلت انتكاسات كبيرة في حياتهم.⁦⁩ ⁦⁩يجب علينا أيضاً أن نكثّف جهودنا لإعادة تصوّر التعليم – ويشمل ذلك تدريب المعلّمين وسد الفجوة الرقمية وإعادة التفكير في المناهج الدراسية بغية تزويد المتعلمين بالمهارات والمعرفة اللازمة للازدهار في عالمنا الآخذ في التغير بوتيرة متسارعة.⁦⁩

 

السؤال 4- صندوق «التعليم لا ينتظر»: عندما كنتم طالباً في مرحلة التعليم الثانوي في البرتغال، فزتم بـ “الجائزة الوطنية للمدارس الثانوية” كأفضل طالب على مستوى البلاد. وبعد الانتهاء من دراستكم الجامعية في الهندسة، بدأتم مسيرتكم المهنية بصفة معلّم. هل يمكنكم أن تخبرونا بما يعنيه التعليم لكم شخصياً؟ 

 

أنطونيو غوتيريش:  قبل فترة طويلة من التحاقي بالأمم المتحدة أو تولّي منصب عام، عملتُ معلّماً. وفي الأحياء الفقيرة في لشبونة، رأيتُ أن التعليم هو وسيلةٌ مُحرّكة للقضاء على الفقر وقوة دافعة من أجل تحقيق السلام.  واليوم، يأتي التعليم في صميم أهداف التنمية المستدامة.  ونحن في أمسّ الحاجة إلى التعليم للحد من أوجه التفاوت، وتحقيق المساواة بين الجنسين، وحماية كوكبنا، ومحاربة خطاب الكراهية، وتعزيز المواطنة العالمية.  والالتزام بتعهّدنا المتمثل في عدم تخلّف أحد عن الرّكب إنما يبدأ بالتعليم.

 

السؤال 5- صندوق «التعليم لا ينتظر»:  بعد الاضطرابات التي شهدها عام 2020، ما هي رسالتكم إلى العالم في الوقت الذي نستقبل فيه عام 2021؟ 

 

أنطونيو غوتيريش:  لقد جلب علينا عام 2020 مأساةً وخطر.  وعلينا أن نجعل عام 2021 العام الذي نغيّر فيه أسلوب عملنا ونضع العالم على المسار الصحيح.  فقد جاءت بنا الجائحة إلى لحظة مفصلية.  ويمكننا الانتقال من عامٍ رهيب لنجعل 2021 عاماً من الإمكانات – سنةً حافلةً بكل ما هو مُمكن ومأمول.  ولابُد لنا من أن نحقق ذلك — يداً بيد.


ОБРАЗОВАНИЕ НЕ МОЖЕТ ЖДАТЬ — ИНТЕРВЬЮ ДЛЯ ИНФОРМАЦИОННОГО БЮЛЛЕТЕНЯ

ГЕНЕРАЛЬНЫЙ СЕКРЕТАРЬ ОРГАНИЗАЦИИ ОБЪЕДИНЕННЫХ НАЦИЙ АНТОНИУ ГУТЕРРИШ

В1 — ОНМЖ: Почему образование является приоритетным направлением в чрезвычайных ситуациях и затяжных кризисах? 

Антониу Гутерриш:  Пандемия COVID-19 поставила общество с ног на голову и привела к крупнейшему в истории разрушению систем образования, затронув более 1,5 миллиарда учащихся.  Несмотря на введенное дистанционное обучение, каждый третий ребенок не мог воспользоваться предоставленными возможностями, что лишь выявило и усугубило неравенство и уязвимость, особенно в случае тех, кто находится в кризисных ситуациях. В таких условиях образование защищает девочек и мальчиков от сексуального насилия и эксплуатации, торговли людьми, ранней беременности и детских браков, принудительной вербовки в вооруженные группировки и детского труда. Оно также гарантирует, что дети продолжат учебу, давая им надежду на будущее. Начинается 2021 год, и основные усилия по реагированию на пандемию и восстановлению должны быть сосредоточены на образовании. Без решительной политической приверженности мировых лидеров, а также дополнительных ресурсов для фонда «Образование не может ждать» и его партнеров по ООН и гражданскому обществу миллионы девочек и мальчиков могут никогда не вернуться в школу. Вклад в образование этих уязвимых детей и молодежи — это вклад в мир, процветание и жизнестойкость будущих поколений, а также приоритет для Организации Объединенных Наций.

В2 — ОНМЖ: Почему так важно более тесное сотрудничество между гуманитарными субъектами и субъектами развития в кризисных условиях? 

Антониу Гутерриш: В условиях эскалации конфликтов, стихийных бедствий, вызванных изменением климата, насильственного перемещения населения, достигающего рекордных уровней, и кризисов, длящихся дольше, чем когда-либо, гуманитарные потребности продолжают опережать ответные меры, несмотря на щедрость доноров помощи. Партнерские отношения имеют решающее значение для преобразования системы помощи, ликвидации разрозненности и обеспечения того, чтобы помощь была более эффективной, в том числе экономически. Программы образования для всех детей предлагают проверенный путь сотрудничества заинтересованных сторон, позволяющий уязвимым детям и молодежи получить доступ к качественному образованию в безопасной учебной среде, чтобы они могли полностью реализовать свой потенциал.

В3 — ОНМЖ: Что Вы хотели бы сказать пострадавшим от кризиса мальчикам и девочкам, чье право на образование до сих пор не реализовано? 

Антониу Гутерриш: Прежде всего я отдаю должное их стойкости и обязуюсь вместе с правительствами, гражданским обществом и всеми партнерами работать над преодолением как пандемии, так и кризисов, которые столь пагубно отразились на их жизнях. Мы также должны активизировать наши усилия по обновлению системы образования: подготовке учителей, преодолению цифрового разрыва и улучшению учебных программ, чтобы учащиеся могли получить навыки и знания, необходимые для процветания в нашем быстро меняющемся мире.

В4 — ОНМЖ: Во время учебы в средней школе в Португалии Вы стали победителем «Национальной премии лицеев» как лучший ученик в стране. Окончив университет и получив диплом инженера, Вы начали карьеру преподавателя. Не могли бы Вы рассказать, что образование значит лично для Вас? 

Антониу Гутерриш:  Задолго до того, как я начал работу в Организации Объединенных Наций или занял государственную должность, я был учителем. В трущобах Лиссабона я увидел, что образование — это сила, которая искоренит нищету и позволит нам установить мир. Сегодня образование занимает центральное место в Целях в области устойчивого развития. Образование необходимо, чтобы сократить неравенство, достичь гендерного равенства, защитить нашу планету, бороться с ненавистью и воспитать глобальное гражданство. Выполнение нашего обещания не оставить никого позади начинается с образования.

В5 — ОНМЖ:  Учитывая нестабильность 2020 года, каково Ваше послание миру теперь, когда мы вступаем в 2021 год? 

Антониу Гутерриш: 2020 год стал годом трагедии и страха. 2021 год должен стать годом, когда можно будет оставить прошлое позади и направить мир на верный путь. Пандемия подвела нас к поворотному моменту истории. Мы можем сделать шаг от «annus horribilis», года ужасов, к 2021 «annus possibilitatis» — году возможностей и надежд. Мы должны сделать этот шаг вместе.


“教育不能等待”(ECW)新闻通讯采访联合国秘书长安东尼奥·古特雷斯

问题1ECW为什么在紧急情况和长期危机中要优先考虑教育? 

安东尼奥·古特雷斯: 新冠肺炎疫情颠覆了社会生活,给教育系统造成了有史以来最大的破坏,影响了超过15亿学生。尽管推出了远程解决方案,但有三分之一的儿童错过了远程教育机会,从而暴露并加剧了不平等和脆弱性,特别是对那些处于危机局势中的儿童而言。在这种情况下,教育可以保护女童和男童免受性暴力和性剥削、人口贩卖、早孕和童婚带来的伤害,免于被迫加入武装团体和成为童工。教育也确保了他们能够继续学习,为他们带来未来的希望。在我们进入2021年之际,教育必须成为疫情应对和恢复工作的核心。如果没有全球领导人坚定的政治承诺,没有为 “教育不能等待 “及其联合国和民间社会合作伙伴提供更多的资源,数以百万计的女童和男童可能永远无法重返校园。对这些弱势儿童和青少年的教育进行投资,也就是对未来几代人的和平、繁荣和复原力的投资,这也是联合国的一个优先事项。

问题2ECW为什么在危机情况下,必须促进人道主义行为者和发展行为者进行更多的合作? 

安东尼奥·古特雷斯:随着冲突的加剧、与气候变化有关的灾害频发、被迫流离失所的人数达到创纪录的水平以及危机持续的时间比以往任何时候都长,尽管捐助方慷慨解囊,但应对行动仍然无法满足人道主义需求。伙伴关系对于改革援助系统、结束孤岛状态和确保提高援助效率、成本效益至关重要。全面儿童教育方案为利益攸关方提供了一条行之有效的途径,使弱势儿童和青少年能够在安全的学习环境中获得优质教育,从而充分发挥他们的潜力。

问题3ECW您想向受危机影响的、尚未实现受教育权的女童和男童说点什么? 

安东尼奥·古特雷斯: 首先,我对他们展现出的韧性表示敬意,我承诺与各国政府、民间社会和所有合作伙伴一道,战胜这场疫情和给他们的生活造成严重挫折的危机。我们还必须加大努力,重新构想教育——培训教师、弥合数字鸿沟、重新构想课程,使学习者具备在这个日新月异的世界中茁壮成长所需的技能和知识。

问题4ECW在葡萄牙读中学时,您获得了“Prémio Nacional dos Liceus”全国最佳学生奖。您在完成大学工程学学业后,成为了一名教师。您能告诉我们,教育对您个人来说意味着什么吗? 

安东尼奥·古特雷斯: 早在我在联合国任职或担任公职之前,我就是一名教师。在里斯本的贫民窟里,我切身体会到教育是消除贫困的动力,是促进和平的力量。今天,教育是可持续发展目标的核心。我们需要普及教育,借此减少不平等,实现性别平等,保护我们的地球,打击仇恨言论,培养全球公民意识。要恪守“不让任何人掉队”这一承诺,就必须从教育抓起。

问题5ECW 经历了2020年的动荡之后,在进入2021年之际,您想对全世界说点什么呢? 

安东尼奥·古特雷斯: 2020年带给我们的是悲剧和危险。2021年,我们必须改变步调,让世界步入正轨。这场疫情使我们处于一个关键时刻。我们可以从“可怕的一年”中奋起,把2021年变成“无限可能的一年”,即充满可能性和希望的一年。我们必须齐心协力实现这一目标。

EDUCATION CANNOT WAIT INTERVIEWS UNITED NATIONS SECRETARY-GENERAL ANTÓNIO GUTERRES

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ECW: Why is education a priority in emergencies and protracted crises? 

António Guterres:  The COVID-19 pandemic has upended societies and created the largest-ever disruption of education systems, affecting more than 1.5 billion students.  While remote solutions were rolled out, 1 in 3 children missed out on such opportunities, exposing and exacerbating inequalities and vulnerabilities, especially for those in crisis situations.  In such circumstances, education protects girls and boys from sexual violence and exploitation, trafficking, early pregnancy and child marriage, forced recruitment into armed groups and child labour. It also ensures that they continue learning, offering them hope for the future. As we enter 2021, education must be at the core of pandemic response and recovery efforts. Without resolute political commitment by global leaders, as well as additional resources for Education Cannot Wait, and its UN and civil society partners, millions of girls and boys may never return to school. Investing in the education of these vulnerable children and youth is an investment in peace, prosperity and resilience for generations to come – and a priority for the United Nations.

ECW: Why is it important to facilitate more collaboration between humanitarian and development actors in crisis contexts? 

António Guterres: With the intensification of conflicts, climate change-related disasters, forced displacement reaching record levels and crises lasting longer than ever, humanitarian needs keep outpacing the response despite the generosity of aid donors. Partnerships are crucial to transform the aid system, end silos and ensure that aid is more efficient and cost-effective. Whole-of-child education programmes offer a proven pathway for stakeholders to collaborate in enabling vulnerable children and youth to access quality education in safe learning environments so they can achieve their full potential.

ECW: What message would you like to share with crisis-affected girls and boys whose right to education is not yet being realized? 

António Guterres:  Above all, I pay tribute to their resilience and I commit to working with governments, civil society and all partners to overcome both the pandemic and the crises that have been such profound setbacks in their lives. We must also step up our efforts to reimagine education – training teachers, bridging the digital divide and rethinking curricula to equip learners with the skills and knowledge to flourish in our rapidly changing world.

ECW: As a secondary student in Portugal, you won the ‘Prémio Nacional dos Liceus’ as the best student in the country. After completing your university studies in engineering, you started a career as a teacher. Can you tell us what education personally means to you? 

António Guterres:  Long before I served at the United Nations or held public office, I was a teacher. In the slums of Lisbon, I saw that education is an engine for poverty eradication and a force for peace.  Today, education is at the heart of the Sustainable Development Goals.  We need education to reduce inequalities, achieve gender equality, protect our planet, fight hate speech and nurture global citizenship.  Upholding our pledge to leave no one behind starts with education.

ECW:  Following the turbulence of 2020, what is your message to the world as we enter 2021? 

António Guterres:  2020 brought us tragedy and peril.  2021 must be the year to change gear and put the world on track.  The pandemic has brought us to a pivotal moment.  We can move from an annus horribilis to make 2021 an “annus possibilitatis” – a year of possibility and hope.  We must make it happen — together.

Background on UN Secretary-General António Guterres

António Guterres, the ninth Secretary-General of the United Nations, took office on 1st January 2017.

Having witnessed the suffering of the most vulnerable people on earth, in refugee camps and in war zones, the Secretary-General is determined to make human dignity the core of his work, and to serve as a peace broker, a bridge-builder and a promoter of reform and innovation.

Prior to his appointment as Secretary-General, Mr. Guterres served as United Nations High Commissioner for Refugees from June 2005 to December 2015, heading one of the world’s foremost humanitarian organizations during some of the most serious displacement crises in decades. The conflicts in Syria and Iraq, and the crises in South Sudan, the Central African Republic and Yemen, led to a huge rise in UNHCR’s activities as the number of people displaced by conflict and persecution rose from 38 million in 2005 to over 60 million in 2015.

Before joining UNHCR, Mr. Guterres spent more than 20 years in government and public service. He served as prime minister of Portugal from 1995 to 2002, during which time he was heavily involved in the international effort to resolve the crisis in East Timor.

As president of the European Council in early 2000, he led the adoption of the Lisbon Agenda for growth and jobs, and co-chaired the first European Union-Africa summit. He was a member of the Portuguese Council of State from 1991 to 2002. Learn more about Mr. Guterres.


ENTRETIEN DU FONDS ÉDUCATION SANS DÉLAI AVEC ANTÓNIO GUTERRES, SECRÉTAIRE GÉNÉRAL DES NATIONS UNIES

ECW : Pourquoi l’éducation est-elle une priorité en situation d’urgence ou de crise prolongée ? 

António Guterres : La pandémie de COVID-19 a bouleversé nos sociétés et provoqué la plus grande perturbation des systèmes éducatifs jamais enregistrée, avec plus de 1,5 milliard d’élèves affectés. Bien que des solutions d’éducation à distance aient été mises en place, un enfant sur trois n’a pas pu en profiter. Cette situation a mis en évidence et exacerbé les inégalités et les vulnérabilités dont ils souffrent, en particulier dans les situations de crise. Dans de tels contextes, l’éducation est un rempart contre les violences sexuelles et l’exploitation, la traite des êtres humains, les grossesses précoces et le mariage d’enfants, l’enrôlement forcé dans des groupes armés et le travail des enfants. Elle permet également aux enfants de poursuivre leur apprentissage et de croire en l’avenir. Alors que nous entamons l’année 2021, l’éducation doit être au cœur de notre riposte à la pandémie et de nos efforts de relèvement. Sans un engagement politique ferme de la part des leaders mondiaux, et sans ressources supplémentaires pour Éducation sans délai et ses partenaires des Nations Unies et de la société civile, des millions d’enfants risquent de ne jamais retourner sur les bancs de l’école. Investir dans l’éducation de ces enfants et jeunes vulnérables revient à investir dans la paix, la prospérité et la résilience pour les générations à venir. C’est une des priorités des Nations Unies.

ECW : Pourquoi est-il important de favoriser une plus grande collaboration entre les acteurs de l’humanitaire et du développement dans les contextes de crise ? 

António Guterres : Du fait de l’intensification des conflits, des catastrophes liées aux changements climatiques, des déplacements forcés qui atteignent des niveaux records et des crises qui perdurent, les besoins humanitaires ne cessent de croître et de devancer les interventions visant à y remédier, et ce malgré la générosité des donateurs. Les partenariats sont essentiels pour faire évoluer le système d’aide, mettre fin aux interventions cloisonnées et garantir une action plus efficace et efficiente. Ainsi, l’intérêt des programmes éducatifs axés sur le bien-être de l’enfant n’est plus à démontrer : ils permettent aux parties prenantes de collaborer en vue d’offrir aux enfants et aux jeunes vulnérables un accès à une éducation de qualité, dans des environnements d’apprentissage sûrs, de sorte qu’ils puissent réaliser pleinement leur potentiel.

ECW : Quel message souhaitez-vous faire passer aux enfants touchés par les crises, et pour lesquels le droit à l’éducation n’est pas encore concrétisé ?

António Guterres : Je rends avant tout hommage à leur résilience, et je m’engage à collaborer avec les gouvernements, la société civile et tous les partenaires afin de surmonter la pandémie et les crises qui ont tant marqué leurs vies. Nous devons également redoubler nos efforts pour réinventer l’éducation : former les enseignants, remédier à la fracture numérique et repenser les programmes scolaires afin de fournir aux apprenants les compétences et connaissances nécessaires pour s’épanouir dans notre monde en constante mutation.

ECW : Lorsque vous étiez lycéen au Portugal, vous avez obtenu les meilleurs résultats du pays et reçu le « Prémio Nacional dos Liceus ». Après des études d’ingénieur à l’université, vous avez commencé une carrière dans l’enseignement. Pouvez-vous nous dire ce que représente l’éducation pour vous ?

António Guterres : Bien avant de servir aux Nations Unies ou d’exercer une fonction officielle, j’étais enseignant. C’est dans les quartiers pauvres de Lisbonne que j’ai constaté que l’éducation est un moteur d’éradication de la pauvreté et une force pour la paix. Aujourd’hui, l’éducation est au cœur des objectifs de développement durable. Nous avons besoin de l’éducation pour réduire les inégalités, atteindre l’égalité des genres, protéger notre planète, combattre les discours de haine et cultiver la citoyenneté mondiale. L’éducation constitue les fondations sur lesquelles doivent reposer les actions qui nous permettront de tenir notre engagement à ne laisser personne de côté.

ECW : Après les bouleversements de 2020, quel est votre message pour le monde à l’aube de l’année 2021 ?

António Guterres : 2020 ne nous a apporté que souffrance et détresse. 2021 doit être l’année du renouveau, et permettre au monde de se placer sur la bonne voie. La pandémie nous a amenés à un moment charnière. Nous pouvons passer d’une annus horribilis à une « annus possibilitatis » : 2021, l’année des possibles et de l’espoir. Nous devons y parvenir, ensemble.


ENTREVISTA DE EDUCACIÓN NO PUEDE ESPERAR CON ANTÓNIO GUTERRES, SECRETARIO GENERAL DE LAS NACIONES UNIDAS

Educación No Puede Esperar: ¿Por qué constituye la educación una prioridad en situaciones de emergencia y crisis prolongadas? 

António Guterres: La pandemia de COVID-19 ha transformado por completo nuestras sociedades y causado una interrupción de los sistemas educativos sin precedentes, que ha afectado a más de 1.500 millones de estudiantes. Se han adoptado modalidades remotas, pero 1 de cada 3 niños no ha tenido acceso a estas oportunidades, lo que ha puesto de relieve y ha agravado las desigualdades y vulnerabilidades, sobre todo para las personas que se encuentran en situaciones de crisis. En estas circunstancias, la educación sirve para proteger a las niñas y los niños de la violencia y la explotación sexuales, la trata, los embarazos precoces y los matrimonios infantiles, el reclutamiento forzado por parte de grupos armados y el trabajo infantil. También contribuye a que los niños sigan aprendiendo, lo que les brinda esperanza de cara al futuro. En estos primeros compases del 2021, debemos cerciorarnos de que la educación representa un elemento central de la respuesta ante la pandemia y la recuperación posterior. Si los líderes internacionales, así como los recursos adicionales de Educación No Puede Esperar y sus asociados del sistema de las Naciones Unidas y la sociedad civil, no muestran un férreo compromiso político, es posible que millones de niñas y niños no vuelvan nunca a la escuela. Invertir en la educación de estos jóvenes y niños vulnerables nos permite contribuir a la paz, prosperidad y resiliencia de las generaciones venideras —además de constituir una de las prioridades de las Naciones Unidas—.

Educación No Puede Esperar: ¿Por qué es importante facilitar una mayor colaboración entre los agentes humanitarios y para el desarrollo en situaciones de crisis? 

António Guterres: A pesar de la generosidad mostrada por los donantes de asistencia, la intensificación de los conflictos, los desastres relacionados con el cambio climático, los niveles históricos de desplazamientos forzados y la cada vez mayor duración de las crisis impiden que la respuesta adoptada pueda seguir el ritmo del aumento de las necesidades humanitarias. Las alianzas desempeñan un papel crucial a la hora de transformar el sistema de ayuda, reducir la compartimentación e incrementar la eficiencia y eficacia en función de los costos de la ayuda. Se ha demostrado que los asociados pueden colaborar mediante programas de educación infantil de carácter integral a fin de garantizar que los niños y jóvenes vulnerables tengan acceso a una educación de calidad en entornos de aprendizaje seguros, lo que les permitirá desarrollar su pleno potencial.

Educación No Puede Esperar: ¿Qué mensaje le gustaría transmitir a las niñas y los niños en situaciones de crisis que aún no pueden ejercer su derecho a la educación?

António Guterres: Sobre todo, me gustaría reconocer su resiliencia, además de comprometerme a cooperar con los gobiernos, la sociedad civil y todos los asociados disponibles con vistas a superar la pandemia y las crisis que han supuesto grandes reveses en sus vidas. También debemos ampliar nuestros esfuerzos dirigidos a reimaginar la educación mediante la capacitación de los docentes, la reducción de la brecha digital y la reestructuración de los planes de estudios para que los discentes dispongan de los conocimientos y aptitudes que necesitan para prosperar en un mundo en constante y rápida evolución.

Educación No Puede Esperar: Cuando cursaba la secundaria en Portugal, lo reconocieron como el mejor estudiante del país al otorgarle el “Prémio Nacional dos Liceus”. Tras estudiar ingeniería en la universidad, comenzó a ejercer de docente. ¿Podría explicarnos qué significa para usted la educación a nivel personal?

António Guterres: Mucho antes de trabajar para las Naciones Unidas o la administración pública, ejercí de docente. Observé que, en los barrios marginales de Lisboa, la educación contribuye a la erradicación de la pobreza y al fomento de la paz. En la actualidad, la educación constituye un elemento esencial de los Objetivos de Desarrollo Sostenible. Mediante ella, conseguiremos reducir las desigualdades, alcanzar la igualdad de género, proteger nuestro planeta, luchar contra el discurso de odio y promover la ciudadanía mundial. Para cumplir nuestro compromiso de que nadie se quede atrás, es preciso partir de la educación.

Educación No Puede Esperar: Tras la inestabilidad experimentada en 2020, ¿qué mensaje le gustaría trasmitir al mundo en estos primeros meses de 2021?

António Guterres: Después de un 2020 que nos trajo tragedias y peligros, el 2021 debe ser el año en que cambiemos de velocidad y pongamos el mundo en la senda correcta. La pandemia ha supuesto un punto de inflexión para todos. Podemos dejar atrás un annus horribilis para hacer del presente un annus possibilitatis: un año de posibilidades y esperanza. Debemos conseguirlo. Desde la unidad.

INTEGRATING MENTAL HEALTH AND PSYCHOSOCIAL SUPPORT IN COVID-19 EDUCATION RESPONSES

A girl attends a psychosocial support session where she shares her experience through drawings and short stories. Photo: UNICEF Uganda /Bongyereirwe

Q&A with Sarah Harrison, International Federation of the Red Cross, Co-Chair, Inter-Agency Standing Committee’s Mental Health and Psychosocial Support Reference Group

In June 2020, ECW joined other donors in contributing funds to support the work of the Inter-Agency Standing Committee (IASC)’s Mental Health and Psychosocial  Support (MHPSS) Reference Group, through a consortium partnership with one of their Co-Chairing agencies: the International Federation of the Red Cross’ (IFRC) Reference Centre for Psychosocial Support.

In this time of pandemic, the IASC MHPSS Reference Group has played a key role in coordinating and taking immediate and rapid action to address children and adolescents’ wellbeing facing unprecedented school closures due to COVID-19.

 MHPSS is a core priority of ECW’s investments. It is at the centre of the Fund’s COVID-19 emergency responses in 33 crisis-affected countries and emergency settings in 2020 as well as in ECW’s Multi-Year Resilience Programmes in protracted crises.    

ECW: What are some of the MHPSS needs of children and adolescents who are out of school because of COVID-19 related school closures?

Sarah Harrison: Many children and adolescents living in humanitarian settings do not have access to what is necessary to meet their basic needs and protect themselves from the virus. For example, they do not have the ability to physically distance in multi-generational households, nor do they have access to clean water or healthcare when symptomatic. Similarly, many are unable to quarantine or stay home in isolation when weighed against need to obtain a family income and finding food to eat. 

Children out of school also have disrupted access to peers and other family members.  Social interaction and the formation of positive relationships are key to healthy child development.  The closure of informal learning spaces and schools, plus the lack of access to education for migrant children, denies children the safe space to develop positive social relationships, to play and learn with their peers, and to develop and practice social and cognitive skills.

ECW: The IFRC Reference Centre for Psychosocial Support and the IASC MHPSS Reference Group have published several key resources in response to the COVID-19 pandemic. Can you tell us more about these?

Sarah Harrison: The IASC MHPSS Reference Group has produced a number of publications over the past 11 months in relation to COVID-19.  [All are available on the Reference Group website in multiple languages.] 

All products were developed with strong involvement of end users (humanitarian practitioners at country level – individual volunteers, caregivers, teachers, MHPSS staff from humanitarian organisations and affected populations for some products).  End users were consulted on the generation of content, reviewing content provided, providing input to graphic illustrations, translations, and the overall need for a product.

  • Briefing Note: Released in February 2020 in response to the virus outbreak in Eastern Asia, this Briefing Note was subsequently updated in March 2020 as the virus spread became more global. It is aimed at policy makers and programme planners.  

  • Basic Psychosocial Skills Guide:  Released in May 2020 to help agencies and frontline responders bridge the gap between providing immediate psychological first aid and the long term accompaniment and support for populations now that the impact of the virus has stretched out into months and potentially, years.  The guide was written in a pictographic/ illustrative way with frontline emergency responders and essential workers (e.g. delivery persons, police officers, community health & social care workers, shopkeepers, pharmacists) – anyone interacting with public and supporting essential services during the lockdown in respective countries.

  • Children’s storybook My Hero is You – and its country level initiatives/ adaptations:  Now available in over 131 languages, the book has undergone adaptations into animations with support from Stamford University, puppet shows in Iran, radio dramas in Gaza & Palestine, audio format in Cox’s Bazar, Bangladesh, South Sudan, Niger and Myanmar (among many other countries), read by Royal families over the radio, TV & YouTube in many countries, a Braille version is available produced by a group of blind mothers from Zimbabwe as are multiple sign language versions.  [Learn more about how the book was made in this video].

    My Hero Is You is the most downloaded product on the IASC website and the fastest book to be translated ever into so many languages. A second book, Action for Heroes is now underway and focuses on the same characters and their return to regular activities and school, in addition to key facilitator notes for parents, children’s activity facilitators and teachers to use within their work.  

  • Operational Guidance Note on Multi-sectoral MHPSS Programmes: Released in May 2020, the note aims to help operational humanitarian organizations prioritize their MHPSS activities, to make judgment calls on which activities to continue and how to adapt them in relation to the severity of the virus outbreak.  It offers highly practical and operational guidance covering the full spectrum of MHPSS programming. 

ECW: Bearing in mind the lessons learned from COVID-19, what are your recommendations for the education sector to ‘build back better’?  

Sarah Harrison: Building back better requires governments and the international community enforce that education is open and accessible to all girls and boys on their territory – this means including children who are refugees, children who are migrants, children with disabilities alongside the ‘regular school-age population’. 

It means ensuring that schools are regarded as protected areas free from attacks: schools are free from bombing and unexploded ordnance/mines, children are not abducted from school or on their way to/from school, teachers learn positive discipline approaches, schools are not used by the military/armed interlocutors or used as temporary shelters for unnecessary lengths of time in natural disasters, etc.

Teachers also need to be paid fairly and on time – it is their right and feeds into teacher well-being.  A happier and healthier teacher is a more positive teacher and role model for children.  Additionally, creation of parent-teacher associations and groups to help address parent’s queries in relation to COVID-19, can reinforce the link between caregivers and their children’s education.

Finally, in order to ‘build back better’ the education sector will need to equip teachers with practical tools on how to manage children who present with behavioural challenges, how to help a distressed learner, how to talk about conflict and emergencies, how to talk about COVID-19 and its impacts, and how teachers can concretely change lessons plans and daily structure to adapt to children and adolescents who are coming back to school. 

UNHCR & Education Cannot Wait launch second phase of the Humanitarian Education Accelerator (HEA) – seeking promising education innovations that are ready to scale

Turning the commitments made on refugee education at the first Global Refugee Forum into concrete action requires innovative solutions, identifying what works and successfully scaling to meet the education needs of the millions of children who are living in emergency or crisis settings.

17 December 2020 – Following the success of the first iteration of the HEA, the Education Cannot Wait (ECW) Acceleration Facility is funding UNHCR $2.2 million to identify and support a further cohort of education innovations, in 5 countries: Chad, Ethiopia, Jordan, Lebanon and Uganda.

This second phase of the HEA will continue to address gaps in evidence and scaling capacity in humanitarian education, taking common elements from an accelerator – such as mentorship, internal capacity building and establishing a cohort that works together – and merging these with an evaluation-based programme. Through this unique approach, the HEA seeks to:

1- Build the evidence base on how to effectively scale education innovations in humanitarian settings, through investing in rigorous research;

2- Strengthen internal monitoring, evaluation and learning (MEL) processes and provide targeted support for selected organisations to navigate scale;

3-Assist organisations to build strong, supportive partnerships with governments, humanitarian and development actors, donors and other practitioners for sustainable scale;

4- Develop a community of practice, capturing knowledge and sharing lessons learned on scaling humanitarian education innovations, including the development of global public goods for the wider education sector. 

A call for applications for this new phase of the HEA will be released here on 17 December 2020, with a deadline for applications of 15 January 2021, using a stage-gated application process

  • Stage 1 (first week March): Capacity building by experts in scaling innovations, M&E and partnerships for up to ten innovations through a week-long Scaling Bootcamp;
  • Stage 2 (April – July 2021): Tailored mentorship and further capacity building support  on research, Monitoring and Evaluation (M&E) and scaling for five innovations over 3 months;
  • Stage 3 (August 2021-December 2022): Funding of up to USD 200,000 for the final 3 selected innovations – to be used towards internal capacity building in M&E and investments in research, project implementation and scaling.

More detailed information on eligibility criteria and the HEA selection process is available through our Applicants’ Guide and FAQs on https://www.unhcr.org/hea.

About the Humanitarian Education Accelerator (HEA): 
The HEA has been working since 2016, through an initial partnership with UNICEF and the UK Department for International Development, to support promising humanitarian education innovations on their journey from successful pilots to projects that can operate at scale – in order to reach more children and youth with quality education. 

Through capacity building in M&E and scaling, tailored mentorship and rigorous research on what does (and does not) work in humanitarian education, the HEA has built valuable evidence on the scaling process for education in crisis settings.

The HEA is managed by the UNHCR Global Education Section, which is based in Copenhagen, Denmark. Additional information about the lessons coming out of the HEA so far can be found here: HEA Learning Series

For press inquiries or additional information on HEA: Charlotte Jenner, HEA Communications & Reporting Officer: jenner@unhcr.org  

About Education Cannot Wait: 
ECW is the first global fund dedicated to education in emergencies. It was launched in 2016 by international aid actors, along with public and private donors, to address the urgent needs of 75 million children and youth whose education is disrupted by armed conflicts, disasters, and other crises. ECW provides rapid funding to immediately address needs in new and escalating crises and supports multi-year investments and stronger collaboration and coherence among emergency relief and development aid organizations to achieve quality education outcomes in protracted crises. 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. 

Additional information is available at: www.educationcannotwait.org

For press inquiries:
Kent Page,
kpage@unicef.org, +1-917-302-1735
Anouk Desgroseilliers, adesgroseilliers@un-ecw.org, +1-917-640-6820

For any other inquiries: info@un-ecw.org

 

ON THE OCCASION OF WORLD TEACHERS’ DAY, ECW, GPE, UNESCO & UNICEF CALL FOR THE RESUMPTION OF SALARY PAYMENTS FOR TEACHERS FOR THE COMING SCHOOL YEAR IN YEMEN

5 October, 2020 – This World Teachers’ Day, celebrated under the theme, “Teachers: Leading in crisis, reimagining the future”, the Global Partnership for Education, Education Cannot Wait, UNESCO and UNICEF are calling for the resumption of salary payments for around half of the Yemeni teachers and school-based staff (estimated 160,000) who have not received regular salary payments since 2016. With suspended salary payments and schools regularly coming under attack, many teachers have been forced to find alternative sources of income to provide for their families.

The dire situation in Yemen, including ongoing conflict, natural disasters (flooding), wide-spread diseases (cholera, measles, polio), and poverty has pushed over two million children out of school and put at risk 5.8 million children who have been enrolled in school prior to the COVID-19 pandemic. Teachers and school-based staff are critical to ensure continuation of education services and learning for every child in Yemen. Further delay in paying teachers will likely lead to the total collapse of the education sector and impact millions of Yemeni children, especially the most vulnerable and girls, putting them at risk of engaging in negative coping mechanisms such as child labor, recruitment into armed groups and forces, child marriage, trafficking and other forms of exploitation and abuse.

The global community must unite to end violence against children in Yemen and protect their health and right to education. Without a collective commitment to action, we will fail to meet the 2030 Agenda – Leaving no child and no teacher behind. A minimum of 70 million USD is needed to help address this gap and ensure teachers can receive a payment during the 2020-21 school year.

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. We join our voices to call on the international community and the authorities in Yemen to resume the payment of salaries to teachers in all parts of the country.

Above all, the parties to the conflict in Yemen should work towards peace to allow for recovery and a return to normalcy especially for the children who have suffered the tragic consequences of a conflict not of their making.

For more information, please contact:

THE FUTURE OF EDUCATION IS HERE FOR THOSE LEFT FURTHEST BEHIND LIVE STREAM

Education Cannot Wait, together with the German Federal Ministry for Economic Cooperation and Development, Ministry of Development Cooperation of Norway, the Ministry of Education of Colombia and the governments of Canada, United Kingdom and United States of America, convene this virtual meeting of global leaders, education experts and young people to take place during the 75th session of the United Nations General Assembly.

 

ECW NEWS STORY

Stronger Together: Education in Emergencies & Protracted Crises

12 August 2020 – ‘Stronger collective efforts and collaboration are key to meeting the urgent education needs of children and youth affected by crises’: this is the unifying message from leaders and youth advocates brought together by Education Cannot Wait (ECW) and Devex in a high-level, Global Discussion held online on 12 August,  on the occasion of International Youth Day.

Over 2,550 people from across the world tuned in to watch the ‘Stronger Together: Education in Emergencies & Protracted Crises’ event live, which was chaired by UN Special Envoy for Global Education, the Rt. Hon. Gordon Brown, hosted by ECW Director Yasmine Sherif, and moderated by Devex Editor-in-Chief, Raj Kumar. The Global Discussion shone a spotlight on the challenges faced by girls and boys caught in humanitarian crises to access education.

The discussion was particularly relevant in the context of the COVID-19 pandemic that has further compounded barriers and plunged the world into the worst education crisis of our lifetime. Eminent expert speakers from around the world underscored potential solutions to meet these challenges and the progress made in recent years, as evidenced in the new ECW Annual Results Report. They stressed the importance of building on these achievements and ramping up efforts to avoid losing hard won gains to the pandemic.

UN Special Envoy for Global Education and Chair of the ECW High Level Steering Group, the Rt. Hon. Gordon Brown, kicked off the discussion by emphasizing that the world’s most vulnerable crisis-affected children and youth are now doubly hit by COVID-19. While 13 million refugees, 40 million displaced and an overall 75 million girls and boys in conflict and emergency zones already had their education disrupted, with the impact of COVID-19, another 30 million – who were in school before the pandemic – may now never continue their education. ‘It is incumbent upon us to send out a message of hope that, by getting every child who is in a conflict or an emergency zone into school, we can be the first generation in which every child is getting the chance of schooling,’ he said.

UNHCR High Profile Supporter and Syrian Youth Advocate for Refugees Nujeen Mustafa underlined that education is an inherent right and that it is ‘unacceptable and inexcusable’ for millions of children and young people to be denied this right. Recounting her story and the difficulties she faced in accessing learning opportunities as a disabled girl growing up in Syria, she called on policymakers not to see children from conflict zones as ‘a burden or a problem to solve’ but rather as ‘treasures’ who should be valued and provided with the opportunities they deserve.

Norway’s Minister of International Development, Dag Ulstein, stressed that ‘we are in the midst of a crisis that we never thought would come, which makes it even more difficult for the most marginalized ones to access education, especially in areas affected by conflict and crises.’ Minister Ulstein reaffirmed Norway’s commitment to education in emergencies and protracted crises saying ‘no one should be left behind.’ He underlined how Nujeen’s personal story is a testament to why it is so crucial to invest in the most marginalized girls and boys to fulfill their right to education and unlock their full potential.

UN Deputy High Commissioner for Refugees, Kelly T. Clements, stated that ‘education is a lifeline for refugee children and youth’ and it is ‘our duty to provide it to them’. She highlighted how COVID-19 is making it even more difficult for refugees to access education, especially for those who lack the necessary connectivity for remote learning solutions or for those who can no longer access the specialized support they need. Clements stressed the urgency of increasing support, in particular for refugee girls, who face heightened risks of child marriages, early pregnancies and sexual violence. 

ECW Director, Yasmine Sherif, presented key highlights of the new ECW 2019 Annual Results Report showing how stronger collaboration and multilateral efforts are key to achieving inclusive, equitable quality education outcomes for children and youth in crises settings. She underscored ECW’s flexibility and lean structure as instrumental to increasing the speed of education emergency responses and the accountability to crisis-affected communities. Sherif also stressed encouraging funding trends with close to $800 million mobilized to date by ECW at both the global level and with ECW-supported country-based programmes, as well as the growing share of global humanitarian funding allocated to education that went from 2.6 per cent in 2015 to 5.1 per cent in 2019. Despite this progress, she said ‘much more remains to be done’ and appealed donors to urgently contribute an additional $310 million to ECW. ‘We are about to enter a new phase where education will be put at the forefront. If we all work together, we jointly can take this to the next level’, she stressed.

‘If my education had waited, I would not be the Minister of Education today in Afghanistan,’ said H.E. Rangina Hamidi. The first female Minister of Education since the post-Taliban era of Afghanistan related how her father’s determination for his girls to be educated led him to seek refuge with his family in the United States. Minister Hamidi stressed that 3.7 million children are out of school today in Afghanistan, 60 per cent of whom are girls. She said the COVID-19 pandemic must be seized as an opportunity to be creative and think beyond the traditional provision of education. ‘If girls cannot attend school and access traditional education, then, we need to take education to girls where they are: in their villages, in their homes,’ she said. Minister Hamidi stressed that Afghanistan has become a leader in community-based education: ‘We have successful results that show that when you take education to their communities, girls do get educated’. 

UNHCR DAFI Scholar and Youth Advocate for Refugees, Deborah Kalumbi, recounted her story as a refugee girl forced to flee her home in Goma, Democratic Republic of the Congo for Zambia, and the challenges she faced in accessing education in a different language in a new country. Education helped me embrace and accept my new life,’ she stressed. She also highlighted how important education is to protect refugees, in particular refugee girls who face increased risks of child marriage and early pregnancies if they are out-of-school.   

UNICEF Executive Director, Henrietta H. Fore, stressed that ‘education is the foundation of all humanitarian and development responses’ and must the addressed as a continuum from the first day of an emergency through to recovery and longer-term development. She underscored five areas that must be prioritized to ensure girls in emergencies and protracted crises can have a better access to education: affordability of education, access to distance learning, community mobilization and mentoring, protection and youth participation. ‘Education is the greatest asset we can give to a young people,’ she said. Fore called on all event participants to join forces to connect every child and young person to learning in the coming years – including through access to distance learning and digital skills – which has the potential to truly ‘change the world.’

Canada’s Parliamentary Secretary to the Minister of International Development, Kamal Khera, stressed that ‘Education Cannot Wait has been a leader in demonstrating how education programming can be quickly and efficiently rolled out within the humanitarian, development and peace nexus’. In the context of the COVID-19 pandemic, she stressed the importance of seizing the opportunity of the reopening of schools to create better and more resilient education systems that provide access to the most marginalized and vulnerable children and youth, including the inclusion of refugees in national education systems.

Theirworld President, Justin Van Fleet, called on world leaders and policymakers to deliver on their commitments to the Sustainable Development Goals. ‘We have the technology and the resources we need, we have all the partners and we know what needs to be done. There is no excuse to not achieve these education goals,’ he stressed.  ‘We know that education is what unlocks the solution to the pandemic: economic growth, jobs for young people, better health, nutrition, and we know that investing in early years is what gives a child the best start in life,’ he said. Van Fleet underscored the importance for young people to hold leaders to account and to keep pushing this agenda. ‘There is no excuse to give up right now,’ he said.

Norwegian Refugee Council Secretary-General, Jan Egeland, wrapped up the discussion stressing the importance of recognizing achievements in the field of education in emergencies and protracted crises in recent years. ‘There has been progress, we need to build on that.’ However, Egeland stated that youth (15-24 years old) have been excluded from this progress and are largely ‘out of education, out of livelihoods and out of hope’ and must urgently be prioritized. He also underscored the massive setback of the COVID-19 pandemic. ‘The crisis is profound, therefore the investment in alternative education, remote education, new technology has to be much bigger,’ he said. Egeland concluded his remarks with a message from children: ‘we need education as much as we need food, it is a question of survival.’

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For additional information:

Click here to watch the full recording of the event.

Explore the interactive portal of the ECW 2019 Annual Results Report

Download the full ECW Annual Report and its Executive Summary

About Education Cannot Wait (ECW)

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.

On Twitter, please follow: @EduCannotWait  @YasmineSherif1 @KentPage  
Additional information available at: www.educationcannotwait.org

For press inquiries:
Anouk Desgroseilliers, adesgroseilliers@un-ecw.org, +1-917-640-6820
Kent Page, kpage@unicef.org, +1-917-302-1735

For other inquiries: info@un-ecw.org  

EDUCATION CANNOT WAIT ANNOUNCES US$13 MILLION FIRST EMERGENCY RESPONSE TO BENEFIT A QUARTER OF A MILLION CHILDREN AND YOUTH IN THE SAHEL – ECW FIRST EMERGENCY RESPONSE INVESTMENTS IN THE PAST FOUR MONTHS NOW TOTAL $60.1 MILLION

With United Kingdom support, the education in emergency response to ongoing crises compounded by the COVID-19 pandemic will be scaled up in Burkina Faso, Mali and Niger

29 July 2020, New York – Education Cannot Wait (ECW) announced today US$13 million in new funding to scale up the education in emergency response in the Sahel countries of Burkina Faso, Mali and Niger. Approximately 247,000 crisis-affected children and youth (of which over 55 per cent are girls), will be able to access quality education through the new funding.

“With this new funding, ECW’s total First Emergency Response investments in just the past four months alone now span 33 countries and crisis-affected contexts, with a record amount of US$60.1 million allocated by ECW for vulnerable children and youth in crisis-affected countries ranging from Afghanistan, Bangladesh, Colombia, Iraq, Lebanon, Mali, South Sudan, Uganda, Yemen, Zimbabwe and many more,” said Yasmine Sherif, Director of Education Cannot Wait.

The First Emergency Response investments in the Sahel were made possible with a frontloaded £10.5 million contribution from the United Kingdom. The new round of grants scale up ECW’s investments in the Sahel announced in July 2019 and in December 2019.

Interventions will improve access to learning in protective environments and reduce school dropouts in Burkina-Faso, Mali and Niger, responding to pre-existing crises and to the compounding effect of COVID-19. To build inclusive and equitable quality education, as outlined in Sustainable Development Goal 4, grants target the most vulnerable populations impacted by forced displacement, including girls and children with disabilities. Investments will reach children and youth across age-groups and education levels: 13 per cent in pre-primary, 66 per cent in primary and 21 per cent in secondary education.

“Attacks on children and youth, and violence across the Central Sahel in Burkina Faso, Mali and Niger continue to surge and close to 5 million children are now in urgent need of humanitarian assistance. Girls and boys displaced by violence, who are living in precarious conditions, exposed to high-levels of malnutrition, food insecurity and with limited access to clean water and sanitation facilities are facing heightened risks due to the COVID-19 pandemic,” said Yasmine Sherif, ECW Director. “For the vulnerable children and youth of the Sahel, education is a beacon of hope, of safety and their only opportunity to build a better future.”

Despite ECW’s expanded response, there remains an approximate US$94 million funding gap for the education response across these three countries. To help fill the gap, and to expand its support for children and youth impacted by COVID-19 in other crisis-affected countries, ECW urgently appeals for US$310 million in additional funding, and calls on donors, the private sector and other key partners to support enhanced resource mobilization in response to the education crisis in the Sahel.

Information on Grants per Country:

  • In Burkina Faso, an estimated 544,000 school-aged children have been affected by the ongoing violence. The new ECW US$4 million grants allocation will support inclusive access to quality education, continuity of education for displaced children and youth, expanded COVID-19 response – including distance-learning – and school feeding programmes. The grants aim to reach over 51,600 children (60 per cent of whom are girls) and close to 1,200 teachers (60 per cent of whom are women). The investments will be delivered by EDUCO (US$800,000), Enfants du Monde (US$1 million), UNICEF (US$1.4 million) and the World Food Programme (US$800,000).
  • In Mali, as of March 2020, over 1,200 schools were closed as a result of ongoing attacks on learning facilities and insecurity. The COVID-19 pandemic – and the ensuing closure of all schools in the country – has exacerbated pre-existing humanitarian needs, with an estimated 1.4 million children in need of urgent support in the education sector. The new ECW US$5 million grants allocation will support inclusive access to quality education, continuity of education for displaced children and youth, expanded COVID-19 response – including distance-learning – as well as the reopening of schools in a safe and protective learning environment. The investments will be delivered by Humanity and Inclusion (US$870,000), Plan International (US$599,000), Save the Children (US$1 million), UNICEF (US$1.6 million) and World Vision International (US$926,000).
  • In Niger, more than 2.6 million children and youth are out of school, according to analysis from 2018. COVID-19, displacements connected with attacks by armed groups on the borders with Mali, Burkina Faso and Nigeria, and an increase in climate-changed-induced natural disasters such as floods and droughts are putting even more girls and boys at risk. Schools lack adequate water, hygiene and sanitation facilities. Targeted abductions and attacks on schools are keeping even more students from attending school. The US$4 million ECW investment will focus on inclusive access to safe and protective learning environments, psychosocial support for internally displaced, refugee and host community children and youth, vocational training courses to support out-of-school adolescents, and targeted support for girls. The investments will be delivered by COOPI (US$709,000), Save the Children ($850,000), UNICEF ($1.15 million), WFP (US$687,000) and World Vision (US$600,000).
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Notes to Editors:

For more information on ECW’s support in the Sahel:

  • Education Cannot Wait approves US$6 million first emergency response Sahel (July 2019)
  • Education Cannot Wait expands first emergency response in Sahelian nations of Mali and Niger (December 2019)

About Education Cannot Wait (ECW)

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.

On Twitter, please follow:  @EduCannotWait  @YasmineSherif1   @KentPage  
Additional information available at: www.educationcannotwait.org

For press inquiries:
Anouk Desgroseilliers, adesgroseilliers@un-ecw.org, +1-917-640-6820
Kent Page, kpage@unicef.org, +1-917-302-1735

For other inquiries: info@un-ecw.org

S’ENGAGER ENSEMBLE POUR RECONSTRUIRE PAR L’EDUCATION

Coalition éducation / Yasmine Sherif, Director, ECW

Alors que la pandémie de Covid-19 continue de se répandre à travers le monde, mettant en péril l’éducation de 1,18 milliard d’apprenants dans 191 pays[1], certains sont encore plus durement touchés que les autres. Ce sont les 75 millions d’enfants et de jeunes, dont 39 millions de filles, déjà marginalisés par les conflits armés, les déplacements forcés et les catastrophes naturelles avant la crise – et dont le nombre continue à augmenter.

Au-delà de mettre en péril la continuité de l’éducation, la fermeture des écoles augmente les risques d’abus et d’exploitation, y-compris le travail des enfants, les mariages forcés et les violences basées sur le genre. Elle risque également d’avoir de graves conséquences psychosociales sur les enfants, en particulier sur les plus vulnérables, dont les filles et les personnes handicapées. C’est aujourd’hui l’avenir de toute une génération qui est remis en question.

Face à un défi d’une telle ampleur, seule une mobilisation conjointe et une réponse coordonnée peuvent faire la différence. Education Cannot Wait inscrit ainsi sa réponse d’urgence dans le cadre de l’appel humanitaire du système des Nations Unies et participe depuis le début de la crise au groupe de coordination mondiale pour l’éducation mené par l’UNESCO. Mais, pour réussir, ce sont tous les acteurs, y-compris les gouvernements et les organisations de la société civile, qui doivent se rassembler dans un esprit d’humanité et de multilatéralisme et mobiliser les ressources financières nécessaires pour assurer un avenir à 75 millions d’enfants et de jeunes laissés pour compte.

ECW salue ainsi le travail de Coalition Education, une coalition d’organisations françaises de défense du droit à l’éducation, qui a récemment publié un rapport sur l’Aide française a l’éducation. Ce rapport met en valeur le rôle central de l’éducation pour la paix et le développement, en particulier dans les contextes de crise. Une éducation de qualité est aujourd’hui plus que jamais le vecteur central pour accélérer le développement, renforcer la protection des droits humains et permettre à la génération actuelle de vivre une vie de dignité, de productivité et d’opportunité.

La France a été un des premiers partenaires de ECW et partage avec ECW un engagement fort pour l’éducation, et en particulier pour l’éducation des filles. Le soutien de la France aux questions d’éducation dans les pays du Sud est indispensable, à la fois dans le cadre de la réponse au COVID 19, mais aussi pour le renforcement des systèmes éducatifs dans le plus long terme. Le leadership et l’influence de la France sont d’autant plus importants dans les contextes de crise et de fragilité où l’éducation souffre déjà d’un manque de visibilité et d’investissements.

Grâce à l’appui de la France, ECW a piloté des solutions d’apprentissage innovantes dans le cadre du Covid-19, en partenariat avec l’UNESCO et le Ministère de l’éducation du Liban. Cette initiative a permis d’améliorer l’accès à l’éducation pour les enfants vulnérables au Liban, y compris les filles et les garçons réfugiés et déplacés. Mais nous devons aller plus loin. En effet, l’éducation, déjà sous-financée dans les contextes d’urgence et de crise prolongée, risque d’être encore plus mise à mal par la crise du COVID 19, alors que l’aide au développement menace de diminuer dans un contexte de récession économique. Nous devons donc choisir de nous concentrer sur l’espoir plutôt que sur la peur.  

Certaines régions sont plus vulnérables que d’autres. Comme le montre le rapport publié par la Coalition Éducation, la région du Sahel et plus généralement l’Afrique sub-Saharienne comptent par exemple un très grand nombre d’enfants et de jeunes hors de l’école, pour qui l’accès à un environnement d’apprentissage protecteur est synonyme d’espoir d’un avenir meilleur. Ces régions sont au cœur des investissements de ECW, avec plus de 16 millions USD déjà investis dans la région du Sahel (Burkina Faso, Mali, Niger), et 15 millions USD supplémentaires qui seront investis en 2020.

ECW compte sur la France en tant que grand partenaire stratégique pour aider les efforts collectifs à réussir dans l’éducation des enfants et des jeunes au Tchad, en République centrafricaine, au Mali, au Burkina Faso et au Niger, pour ne citer que quelques pays qui ont un besoin urgent. De façon plus générale, Education Cannot Wait vise à mobiliser 1,8 milliard de dollars d’ici à 2021 pour atteindre 9 millions d’enfants et de jeunes dans les pays touchés par les crises. Maintenir le droit à l’éducation est essentiel pour prévenir les crises, lutter contre la pauvreté, et réduire les inégalités. C’est la base du développement durable et sans éducation, il n’y aura pas de fondation.

Si nous nous réunissons tous pour atteindre les 75 millions d’enfants et de jeunes les plus marginalisés par les conflits et des déplacements forcés, et désormais doublement touchés par le COVID-19, nous pouvons transformer l’avenir. Dans tous les cas, à l’impossible, nous sommes tenus.

[1] https://fr.unesco.org/covid19/educationresponse