2016 Global Education Monitoring Report: Education is essential to all SDGs

Originally posted by the Global Partnership for Education

In May 2015, the World Education Forum  in Incheon mandated UNESCO to retool its annual Global Monitoring Report to document education progress against the goals and objectives of the new Sustainable Development Goal (SDG) on education.

The newly named Global Education Monitoring (GEM) Report brilliantly and comprehensively provides this stocktaking, and it evaluates with empirical precision and depth the role that education plays in achieving the other 16 SDGs.

Importantly, the GEM Report “Education for people and planet: Creating sustainable futures for all” presents a persuasive argument that efforts to educate more of the world’s out-of-school children deserve more of the international community’s attention, energy and, yes, funding, than they have in the past.

New evidence shows the power of education

The report marshals substantial evidence of education’s impact on all the SDGs. For example, it shows that education is “critical to lifting people out of poverty” (SDG 1), promotes sustainable farming and better nutrition (SDG 2), makes a “difference to a range of health issues, including early mortality, reproductive health, spread of disease, healthy lifestyles and well-being” (SDG 3), helps “women and girls… achieve basic literacy, improve participative skills and abilities, and improve life chances” (SDG 5) and can “promote better energy conservation and uptake of renewable energy sources” (SDG 7).

Education’s relationship with these other development goals makes up a virtuous cycle. Just as education can allow more children to live healthier, more prosperous lives in surroundings less threatened by conflict and environmental dangers, there’s no doubt that children are more likely to learn well when they enjoy good health, economic prosperity, peace and a safe environment.

By stressing that interdependence, the GEM Report gives additional encouragement to initiatives aimed at more and better coordination among the often siloed global development sectors, such as education and health.

The power of a partnership

Meeting the ambitious SDG 4, the GEM Report also notes, will depend on extraordinary coordination among all global education actors.

“There is growing recognition,” the report states, “that stakeholders need to plan together, act together and commit to equity and sustainability.”

The GEM Report cites the Global Partnership for Education as uniquely positioned to facilitate that kind of coordination, not only when it comes to coalescing and harmonizing funding but also in promoting stronger and more ambitious partnerships among governments, development partners, civil society and the private sector at the country level.

GPE has achieved this status, the report says, through its “many strategic and operational changes, such as better targeting fragile contexts, helping build national capacity for education planning and revamping its board of directors.”

GPE’s investments in strengthening systems, which begin with support for coordinated, data driven sector planning, are recognized as providing a critical foundation for better educational outcomes.

As a result, GPE has established itself as “the main multi-stakeholder financing partnership in education, and better leveraging it will be key to meeting financing requirements.”

A long way to go

The GEM Report also reminds us – with substantial data and rich insight– that the world remains far from the finish lines set by SDG4.

Unacceptably large numbers of adolescents and youth – 263 million children – were out of school as late as 2014, according to the GEM Report.

Overrepresented in that group are the most desperately poor, girls, children with disabilities, children from certain ethnic, religious or linguistic groups and, of course, those who are caught in the maelstrom of humanitarian crises.

According to the report, for every 100 of the richest youth in low-income countries who complete primary education, only 36 do so among the poorest; in lower and upper secondary education the corresponding figures are 19 and 7.

Though there has been good progress in some countries and regions, gender parity is still a distant goal in many countries, increasingly so at the lower and upper secondary levels.

Children with disabilities, even in developed countries, are still disproportionately denied their right to education. About 40% of children are not taught in a language they speak or understand. Approximately 50% of primary school-age refugees, and 75% of secondary school-age refugees are out of school worldwide.

New projections provided in the report tell us that for many low-income countries, the SDG4 goals for primary and secondary education are unlikely to be achieved until the end of the 21st century on current trends without a bold step change in both domestic and international financing.

In search of bold support

Addressing the dire education needs around the globe requires significantly more funding. Tapping the full potential of GPE’s approach is limited so long as actual funding continues to fall short of the global need.

“Development aid for education today is lower than it was in 2009,” the GEM Report notes, and “aid needs to increase at least six fold to fill the US$39 billion annual gap to reach the new targets.”

Moreover, the report points out, “low-income countries received 28% of total aid to basic education in 2014 while accounting for 36% of all out-of-school children,” and “a lack of adequate and equitable finance was a key reason why the world fell short of achieving the Education for All goals between 2000 and 2015.”

As recommendations in the coming weeks from the International Commission on Financing Global Education Opportunities will likely show, the bold ambition of the SDGs requires equally bold actions. Without sufficient financial commitment for education, we’ll almost certainly undermine SDG progress.

Now, and for the next 15 years, we have the opportunity to do better. To do it right.

By Karen Mundy, Chief Technical Officer at the Global Partnership for Education.

Time is of the essence for Education Cannot Wait

Originally posted by the Global Partnership for Education

When it comes to educating children living amidst a humanitarian crisis, there’s no time to waste.

The dislocation, chaos and personal tragedies they and their families face make it difficult to get the schooling they need, when they need it.

Considering that, on average, conflicts in low-income countries last about 12 years and displacement due to protracted crises can drag on for 17 years, children caught in the maelstrom of natural disaster, war, health emergencies or breakdown of governance can miss out on all or most of the education they need to live prosperous, peaceful and healthy lives.

That’s why efforts to get the new Education Cannot Wait fund off the ground are moving with unprecedented speed and urgency.

Those involved with making the fund operational (GPE is one of its active partners) are acutely conscious that, currently, more people have been driven from their homes worldwide than since World War II, according the UN High Commissioner for Refugees, and approximately 75 million children (aged 3 to 18) are out of school in 35 crisis-affected countries.

Formally unveiled in May at the World Humanitarian Summit in Istanbul, the ECW fund is on track to receive country proposals for its initial investments, announce grants for three or four applicants by mid-September and begin on-the-ground implementation of that support shortly thereafter.

While the ECW secretariat is being established, dedicated teams support UNICEF as the interim host,  working at Olympic speed to establish the administrative, policy making and advocacy functions that the fund will need to operate efficiently and effectively and fulfill its objectives. Even the nimblest of Silicon Valley start-ups would struggle to move at such a pace.

Breakneck, breakthrough fundraising

The fund’s High-Level Steering Group (which includes GPE Board Chair Julia Gillard as one of its members) is also moving rapidly to raise a first-year budget of US$150 million, paving the way to secure a projected need of approximately US$3.8 billion and reaching more than 34 million children over five years.

The United States, the United Kingdom, the European Commission, the Netherlands and Norway have already made commitments, contributing to reaching that first-year budget.

After a summer of appeals and outreach to multiple other donors by the five anchor funders and by the High-Level Steering Group, there will likely be more pledges by September.

A number of those prospective pledges could come from donors that have not historically contributed to global education. Shocked by the enormity of the current global refugee crisis and other humanitarian tragedies, many are considering drawing from their humanitarian assistance budgets to specifically support education, recognizing the importance of the sector to provide more stable and prosperous societies. The Fund is also reaching out to leading private sector entities – foundations and corporations – for support.

That’s a big and critical breakthrough. The global education sector has had good success over the last decade and a half getting many of the easiest-to-reach children into school.

The task for the next decade and a half is to solve a much more stubborn problem: providing education for the hardest to reach and the vast number of children suffering from humanitarian crises – close to 30% of the 263 million primary and secondary school age children and youth who are currently out of school.

The fund therefore has the potential to focus more desperately needed resources on this huge challenge and to bring us closer to achieving the international community’s vision of inclusive and equitable quality education for all.

A bridge between humanitarian aid and traditional development

Because education has too often been a low priority for humanitarian funding (less than 2% of humanitarian aid goes to education), the fund thus has the potential to break down the historical barriers between humanitarian and traditional development support for education and create a bridge between emergency assistance and development.

In a combined effort with different partners, the fund will also be able help to secure more predictable support especially in protracted crisis situations.

And GPE, which devoted more than 60% of its 2015 program implementation grants to fragile and conflict-affected countries and supports education in both crisis and traditional development contexts, is well positioned to strengthen this bridge between the two.

The Education Cannot Wait fund is also reinforcing efforts by GPE and other global education groups in recent years to demonstrate how education is an essential precursor to progress in other development sectors, such as health, economic development, improvement of girls’ and women’s wellbeing and conflict reduction.

The pressure is high and the time short for everyone involved with getting the new fund off the ground. But the clock ticks loudly and inexorably for children tragically upended by humanitarian crisis. They cannot wait years to be educated, and the need is too great to put off again. For their sake, and the world’s, we, too, must move quickly and decisively.

By Charles Tapp, Manager, Partnerships and External Relations, Global Partnership for Education.

The Life-Saving Power of Education – World Humanitarian Day

By Brenda Haiplik, Senior Education Advisor (Emergencies), UNICEF

When some people think of a humanitarian emergency response, they think of what they deem “life-saving” services – like food, shelter, water and sanitation. But just as life-saving for children, particularly in the longer term, is education.

At UNICEF we have hundreds of education specialists working in the most difficult circumstances to try and get children the basic education they need and ensure that even when formal schooling is interrupted, children don’t miss out on learning.

From my work in Pakistan, Sri Lanka and Iraq, I’ve seen firsthand the impact education has had on the lives of children caught up in violent conflicts. Education provides hope, stability, and sense of normalcy. It’s what children and their families ask for first after a crisis, and as we found during UNICEF’s Learning for Peace programme, education key to providing the skills and knowledge that allows communities to rebuild peaceful societies.

I recently spent time in Erbil, Iraq, where we were close to the front lines. The war in Iraq has had a devastating impact on the education system and millions of children are out of school. Almost 1 in 3 children need humanitarian assistance. Daily reports showed vulnerable Iraqis being internally displaced and on the move, fleeing renewed fighting. Working there we had to be creative and thoughtful about when and where to open learning spaces to best fit this moving population.

In March 2016 the UNICEF team in Iraq mobilized education and WASH partners and contractors and in less than a week set up 11 tented classrooms in a temporary school. When UNICEF visited the camp in early April, this temporary school had over 1,100 primary students. There was a lot of positivity in the classrooms – children reported they felt ready for their examinations coming up in May.

Without this response these kids would have missed out on learning for another school year. In a place like Iraq, that year can change the course of their lives.

Around the same time as our children in Iraq were sitting their exams, world leaders were in Istanbul recognizing the life-saving powers of education and launching the Education Cannot Wait fund. This Fund aims to reach the 75 million children around the world who are in desperate need of our educational support due to conflicts and other humanitarian emergencies.

Focusing on the needs of children in crisis areas, where education is often directly under attack, is crucial to achieving the global Sustainable Development goals – particularly Goal 4 – ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. This includes children and young people, displaced within their own countries as well as children forced to flee their homes and become refugees.

Without reaching these children we risk losing a generation of young people. We know the equitable delivery of education can transform not just their individual lives, but also the shape of their societies.

So as we celebrate World Humanitarian Day, we applaud the tireless efforts of all those providing education for children in the world’s most challenging environments, and reiterate our commitment to getting safe, quality and inclusive education to every child.

We cannot afford to wait.

 

 

Education Interrupted: Why Education of Children Affected by Emergencies and Protracted Crises Cannot Wait

Originally posted by The Institute of International and European Affairs

Emergencies and protracted crises, such as the current migration crisis, are disrupting the opportunities for education of an estimated 75 million children and youth across 35 countries.

UNICEF Associate Director for Education Josephine Bourne discussed the importance of investing in innovative strategies needed to meet the educational needs of these children, at a special event hosted by the Institute of International and European Affairs and Irish Aid.

Ms. Bourne also introduced the first global fund to prioritise education in humanitarian action, Education Cannot Wait: A Fund for Education in Emergencies, which was launched at the World Humanitarian Summit in May 2016.

Watch her full presentation below.

GLOBAL CITIZENS DECLARE #EDUCATIONCANNOTWAIT

This year the Global Citizen Festival, featuring performances from Rihanna, Selena Gomez, Kendrick Lamar, Metallica and many more, is calling on world leaders to support education for children in crisis.

With growing conflicts and natural disasters, humanitarian crises are devastating communities from Nepal and Equator to Syria and South Sudan. Children are impacted the most, forced to flee their homes and seek safety elsewhere. Educating these children is the first step towards lifting them out of trauma and helping them to rebuild their future and their communities. Today, more than 75 million children around the world are in desperate need of our educational support.

The Global Citizen Festival, an annual live concert and advocacy event, is calling on world leaders to deliver education to the world’s most vulnerable children and youth. The Festival provides a platform to hold leaders accountable on commitments to solve the world’s biggest issues and support meaningful change in the lives of people living in extreme poverty worldwide. Tickets to the Festival cannot be bought, but are earned by those who take actions on our key issues in the lead up to the concert in New York on 24 September.

This year, the Festival’s fifth, sees the launch of the Festival’s education campaign Action Journey. The Action Journey will ask existing and new global citizens, fans and activists to earn tickets for the Festival by completing actions that help promote and ensure free, equitable and quality learning is available to all, particularly children and young adults affected by conflict and crisis.

Global Citizens are reaching out to world leaders from France, Switzerland, Canada, Kuwait, Finland, Germany and Denmark and asking them to commit to the Education Cannot Wait Fund, ensuring crisis-affected children and youth do not miss out on the skills they need to lead safe and prosperous lives.

Education Cannot Wait, is an innovative fund that aims to better coordinate support for, and drive investment in, education for children and youth affected by emergencies and protracted crises. It is the first global fund to prioritise education in humanitarian action and is groundbreaking in its collaborative approach to make sure every crisis-affected child and young person is in school and learning.

In addition Global Citizens will be asked to tell the Education Commission to prioritise children in emergencies, as part of its report on education financing, as well as to make sure young people have a say in education decision-making and policy.

Another action involves tweeting at Foreign Ministers from the Republic of Korea and Nigeria to support the Girls’ Education Action Statement, launched by the UK Department for International Development at a Global Citizen event in London on 7 July, to make sure that disadvantaged and marginalised girls and women are not left behind and can fulfill their potential by completing secondary school.

Global Citizens will also be asked to call and write to members of the US Congress to encourage them to increase funding to the Global Partnership for Education and to co-sponsor the Education for All Act, which promotes universal basic education for children around the world. Last, but not least, we will ask top US universities and some of the biggest corporations such as Microsoft and Western Union to fund education for children in need, including through Education Cannot Wait and other innovative solutions.

Since 2012, Global Citizens have taken nearly 6.3 million actions – from petitions and tweets, phone calls and emails, to attending rallies and volunteering – to pressure world leaders to enact major policy changes and commit significant resources, to global education, innovation and policy reform.

The actions culminate in the concert in Central Park, New York City, on 24 September. The event will be hosted by Chelsea Handler, Neil Patrick Harris, Deborra-Lee and Hugh Jackman, and this year’s line-up will also feature appearances from Chris Martin, Ellie Goulding and Usher amongst others.

The 2016 Festival will be supported by key partners such as MSNBC & Comcast NBC Universal, Chime for Change, Caterpillar, Citi, Clear Channel Outdoor, iHeart, Johnson & Johnson, Google’s Made with Code, YouTube, Live Nation, and NYC Parks.

The Education Action Journey will be a timely opportunity to make sure that education in emergencies is front of mind for world leaders ahead of the Migration Summit and President Obama’s Leader’s Summit on Refugees during the 2016 UN General Assembly.

Take action now: go to globalcitizen.org/en/festival/2016/education/

Madge Thomas
Deputy Director, Global Policy and Advocacy
Global Citizen

NO MORE EXCUSES – PROVIDE EDUCATION TO ALL FORCIBLY DISPLACED PEOPLE

Originally posted by GEM Report

UNESCO infoGRAPHIC ON REFUGEE CHILDRENDays before the World Humanitarian Summit, the GEM Report and the UNHCR Education Section jointly released a new policy paper, ‘No more excuses’, with new data showing that only 50% of refugee children are in primary school and 25% of refugee adolescents are in secondary school.

As people gather for one of the biggest ever summits on humanitarian needs, we are calling for all those forcibly displaced to have access to quality education within three months of displacement. Countries and their humanitarian and development partners must urgently ensure that those forcibly displaced are included in national education plans and programmes and to collect better data to monitor their education status and progress.

What data there are show that, behind the global average number of refugee children out of school, there are significant differences among countries. Primary enrolment rates average 80% in selected refugee sites in Egypt, the Islamic Republic of Iran and Yemen but only 40% in Pakistan and 50% in Ethiopia.

Access to secondary education is even more limited for refugees in many countries. In 2014, in Kenya, Pakistan and Bangladesh, less than 5% of adolescents aged 12 to 17 were enrolled in secondary education. Enrolment in early childhood education also remains very limited in some countries, reaching only 7% in Turkey in 2015.

UNESCO infoGRAPHIC ON REFUGEE CHILDREN (1)There is no doubt that collecting information on moving populations is challenging, if not impossible sometimes. What little we know is mostly about those living in camps, yet almost two thirds of the world’s refugees reside outside of camps, largely in urban areas, where even less is known because information systems aren’t tracking them. Countries must monitor these children and youth when they enter national systems so we know who they are, how they are progressing and whether we’re effectively responding to their needs.

From select available data outside of camps coming from Ministries, we can see that of school-aged Syrian refugees only 53% in Jordan and 30% in Turkey are enrolled in school.

Reliable data on internally displaced people (IDPs) are even more limited, but reports from the International Organization for Migration and the Internal Displacement Monitoring Centre indicate that their displacement is putting huge strain on already weak education systems.

unhcr imageIn Nigeria, for instance, children displaced due to attacks by Boko Haram in 19 out of the 42 camps did not have access to any form of education in June 2015. In Iraq, only 32% of internally displaced children and adolescents in 2015 had access to any form of education.  In Yemen, only one third of school age IDP children in Lahj governorate were enrolled in school.

Those already marginalised, such as girls, are often the worst affected among refugees. In Kakuma camps in Kenya, in 2015 only 38% of primary school students were girls. In Pakistan, where child marriage and teenage pregnancy are often cited among refugee girls, dropout rates for refugee girls are as high as 90%.

Girls and women make up 70% of the world’s internally displaced population and are left the furthest behind in education. In Iraq, in Najaf governorate 81% of 15-17 year-old girls were out of school compared to 69% of boys of the same age. In urban areas in Afghanistan only 1% of IDP women were found to be literate versus 20% of IDP men.

Education is essential for all children and especially so for refugee children who have already lost so much. Our joint findings lead to four main policy directions for governments and their partners:

  • Enshrine forcibly displaced people’s rights to education in national laws and policy
  • Include displaced children and youth in national education systems 
  • Enable accelerated and flexible education options to meet diverse needs
  • Ensure an adequate supply of trained and motivated teachers

Join in the conversation #NoMoreExcuses @GEMReport / @Refugees

Listen to the podcast: French/ English
See the video

By the GEM Report and the UNHCR Education Section

 

BACK TO LEARNING IN SOUTH SUDAN

School is a magical place, but for most children in South Sudan, it’s just a dream. Even before the current conflict, there were more than one million children out of school, with a further 400,000 children losing out on an education due to the fighting. The world’s newest country now has the highest proportion of out-of-school children globally.

Nearly one in every three schools in conflict-affected areas has been destroyed, damaged, occupied or closed. Across the country, only 36 per cent of functioning schools have access to water and only 49 per cent have toilets. Children often have long and dangerous journeys to attend classes. Other barriers like early marriage, educational costs, overcrowded classrooms, and untrained teachers are keeping kids out of school.

The ideas and concepts behind the Education Cannot Wait Fund were explored at country level in South Sudan to better understand how the Fund would work on the ground. These findings have determined the shape, approach and functions of the Fund.

Meet Eunice and Nelson, two South Sudanese teenagers sharing the obstacles to education and hopes for the future. Share their stories and raise awareness about the lack of opportunities for so many in South Sudan.

#EducationCannotWait

THE GLOBAL MOVEMENT IMPATIENT FOR CHANGE

World leaders have gathered in Istanbul to make a global plan to work together to make sure children affected by war or natural disasters get the help they need when things go wrong. There are lots of items on the agenda. But there’s one thing they are discussing that we should be celebrating together: making sure education gets delivered even after an emergency.

A few years ago, there’s a good chance that education wouldn’t have been on their radar. After disaster strikes, school can seem like a luxury, or even just horribly irrelevant.

But the education experts, NGOs, campaigners, businesses, teachers and youth that have mobilised together know differently: that education keeps children safe and gives them and their families hope for the future, even at the darkest times. A huge, people-powered diverse movement has come together behind education in emergencies and the new Education Cannot Wait Fund with A World at School convening more than 100 private sector partners, 500 global youth ambassadors and hundreds of NGOs, faith communities and other networks heavily involved in everything from consultations, public awareness to campaigning.

Last year this network of organisations collected the biggest ever petition on education taken to the Oslo Summit and the UNGA with more than 10 million names. These were young people and grassroots organisations in Pakistan, Nigeria, the DRC, Syria and around the world all calling for funding for education in emergencies. In advance of today’s Summit young people from around the world have shared a new powerful message calling for safe schools.

The high profile given to education at the first ever World Humanitarian Summit is the result of years of campaigning and consultations including the support for the original announcement of the platform agreed at meetings in Korea at the World Education Forum, the IMF and World Bank Spring Meetings in both 2015 and 2016, and the Norwegian Government hosted Education Summit in Oslo in 2015.

Like most successful campaigns, we’re breaking through because it’s been a huge team effort. We’ve had backing from high profile people as diverse as Desmond Tutu, UN Special Envoy Gordon Brown and Shakira. Child rights champions such as Anthony Lake at UNICEF have led the charge to bridge the gap between emergencies and development, and the Norwegian Government has been a firmly committed partner in this effort.

Today’s announcement of a new fund for education in emergencies called Education Cannot Wait is a major campaign milestone and its focus reflects the expertise of hundreds of diverse stakeholders. Over the past year the International Network for education in emergencies (INEE) has led two phases of detailed global consultations across civil society starting in early 2015 in advance of the Oslo Education Summit where more than 500 people and organisations participated in the global consultation process from 53 countries. The Overseas Development Institute has shared crucial research, which has been poured over by experts to find the best solution to the challenge. Representatives from civil society working on education around the world, including Save the Children, Norwegian Refugee Council, War Child, and other key organisations have been important stakeholders in this process.

The official launch of the new fund means that the power to change the lives of millions of children and youth now lies in the hands of a small group of international leaders attending the Summit. The people with the heavyweight financial clout needed to make that happen and ensure the target is met, raising almost $4 billion to reach 13.6 million children within five years. Its time for action. You can track their commitments here. Education Cannot Wait.

Author: Ben Hewitt (@ibenhewitt) is Director of Campaigns for children’s charity Theirworld. In 2013 Theirworld founded the global campaign movement A World at School, bringing together civil society, academic networks, faiths, large and small NGOs, youth, business and international organisations to campaign for every child to secure their right to a quality education. Find out more at www.aworldatschool.org

THE CASE FOR INVESTMENT

Crises disrupt some of the most protective and supportive environments for children and young people – places where they live and learn.

The world’s first fund for education in emergencies and protracted crises has committed to delivering quality education to all children and youth in the toughest of circumstances. In principle, the fund upholds their right to education, and in practice it presents a compelling Case for Investment for reaching the most vulnerable.

Case For Investment

The fund has identified 75 million children and youth aged 3-18 in 35 countries who are in urgent need of educational support. Dedicated action to reach and teach these children and youth will transform their lives, and the future of their communities. Education is a unique investment – delivering returns that last a lifetime for individuals, and positive benefits that form the bedrock of peaceful and prosperous nations. Education goes beyond saving lives – it allows communities to determine the shape of their futures.

The situation

The magnitude, frequency and severity of crises are all increasing- unprecedented levels of crises demand an unprecedented response. Business as usual will not suffice. Humanitarian, development and security needs can no longer be treated separately.

 

Protracted crises present complex challenges – worldwide, people now spend on average 17 years displaced. For those affected by crises, this disruption can last their entire childhood – denying them their chance to live full lives and develop to the best of their ability. While children and youth are uniquely vulnerable to crisis, the inadequate humanitarian response fails to account for these unique needs.

Despite a desperate need to keep children in school and learning in times of emergencies, in 2015 only 1.4 per cent of humanitarian aid went towards education. Against this backdrop, affected populations consistently cite education as the top priority for children and families in the aftermath of a crisis. Education Cannot Wait: a fund for education in emergencies aims to deliver on this priority for children and their families.

The solution

The fund is a collaborative solution – an innovative, complementary and long-needed change that will allow the global community to respond quickly to children and youth in emergencies.  Working with partners in both the public and private sector, the fund will increase the number of children and youth reached and the quality of the education they receive.

The benefits of investing

Affected populations cite the intrinsic value of education and the added benefits in terms of protection, resilience, recovery, stability and livelihoods. Investment in education is the most effective means of restoring social and human capital, stimulating economic growth and buffering societies against future shocks.

The inaugural World Humanitarian Summit in May 2016, and the political momentum generated by the universal agreement on the Sustainable Development Goals, present a critical moment to re-energize advocacy for education in emergencies.

Political momentum and global consciousness to reach the most vulnerable children must extend to those in the most complex and fragile places. Conflict and crises severely limit whether children and youth have a fair chance to learn and lead a productive, peaceful and fulfilling life. Denying them their right to education during a crisis further deprives them and their community of their ability to recover and rebuild. The fund will provide children and young people with the opportunity to thrive, the tools to succeed and the skills to drive social and economic stability.