We must not leave young refugees by the wayside, urged UNESCO, the Office of the United Nations High Commissioner for Refugees (UNHCR) and Education Cannot Wait as they urged more support in favour of young refugees’ education during an online debate today, moderated by UNHCR Special Envoy Angelina Jolie, on how best to provide them with improved learning during and after the pandemic.
New York, 13 July2020 – We must not leave young refugees by the wayside, urged UNESCO, the Office of the United Nations High Commissioner for Refugees (UNHCR) and Education Cannot Wait as they urged more support in favour of young refugees’ education during an online debate today, moderated by UNHCR Special Envoy Angelina Jolie, on how best to provide them with improved learning during and after the pandemic.
“Mobilizing for refugees is extremely urgent at a time when they are particularly vulnerable to the Covid-19 crisis and its aftermath,” said UNESCO Director-General Audrey Azoulay, as she opened the meeting. “The Covid-19 crisis is jeopardizing everything we have done for the education of refugees and migrants, their integration and chances of self-realization. We must strengthen our action in favour of the most vulnerable in order to guarantee them this fundamental right.”
“The Global Compact on Refugees rests on an important foundation: responding to crises of forced displacement needs to bring together governments, civil society, networks like Education Cannot Wait, businesses like Vodaphone and above all, refugees,” said the High Commissioner for Refugees, Filippo Grandi.
“ECW sees that all too often, refugee children and youth – among the most vulnerable people in the world – are left out of COVID-19 responses. It is important that ECW’s responses reach those left furthest behind. For this reason, we dedicated our newest round of education in emergency funding for COVID-19 to support refugee children and youth, especially girls,” said Yasmine Sherif, Director of Education Cannot Wait. “We are also looking at distance learning to open up access to education for forcibly displaced children and youth.”
The roundtable was attended by young refugee students and graduates, the ministers of Education of Cameroon, Kenya and Pakistan, and representatives of the Global Coalition for Education established under the auspices of UNESCO. The debate was moderated by the United Nations Special Envoy, actor Angelina Jolie, a displaced persons’ advocate of long standing.
Introducing the discussion, Canada’s Minister of International Development, Karina Gould, said, “As the world is still dealing with the devastating impacts from the pandemic, we must ensure that displaced and refugee youth can continue to learn. Every child deserves a quality education in an environment that is safe and inclusive.”
Concluding the meeting, the United Kingdom’s Under-Secretary for Foreign Affairs, Baroness Sugg, stressed that “Education must be prioritized in the global recovery from coronavirus. This epidemic is not just a health crisis, it is an education crisis, especially for refugee children. Without school and an education, they will be unable to rebuild their lives and achieve their full potential.”
Speakers warned that the pandemic risked jeopardizing the progress made in education in recent years, especially for young girls, at least 20% of whom are at risk of not resuming the studies they had to interrupt during school closures, according to a UNHCR estimate. However, a number of governments are planning to include refugees in post-pandemic response measures, such as distance education, in line with their commitments under the Global Compact on Refugees.
The event was co-sponsored by Canada, the United Kingdom and the global Education Cannot Wait fund, which channelled its second COVID emergency allocation to refugees.
A graduate of McGill University and the University of Oxford, Minister Gould is passionate about public service and international development. Before her election as the Member of Parliament for Burlington, she worked as a trade and investment specialist for the Mexican Trade Commission in Toronto, a consultant for the Migration and Development Program at the Organization of American States in Washington, D.C., and spent a year volunteering at an orphanage in Mexico.
Minister Gould has deep roots in her hometown of Burlington, Ontario, and is an active member of the community and an advocate for women’s issues and affordable housing. She has volunteered with and actively supports the Iroquoia Bruce Trail Club, the Burlington chapter of the Canadian Federation of University Women, the Mississauga Furniture Bank, Halton Women’s Place, and other local organizations.
Minister Gould lives in Burlington with her husband Alberto and son Oliver.
With the birth of Oliver, Minister Gould became the first federal cabinet minister to have a baby while holding office. She is passionate about breaking down barriers for women, youth, and underrepresented groups.
ECW.As Canada’s Minister of International Development and as a key member of ECW’s High-Level Steering Group, could you please elaborate on the importance of linking emergency humanitarian response with development to achieve quality education for vulnerable children and youth in countries affected by armed conflict, forced displacement and natural disasters.
Karina Gould. We have heard from children and youth affected by armed conflict, forced displacement and natural disasters, as well as their families, that education is a priority for them. And we know that education in emergencies is an issue that ideally works across humanitarian and development responses.
Working through the humanitarian-development-peace nexus is crucial to ensuring that both immediate and long-term education needs are fulfilled. By working through a nexus approach, we recognize that the immediate response of humanitarian actors is vital to keeping children engaged and protected, while the long-term vision of the development community is critical to maintaining gains towards SDG4 and to strengthen education systems and make them more resilient to crises in the future.
Education is often the first thing that is disrupted and the last thing to be rebuilt during an emergency. Despite the importance of maintaining a system of quality education, especially in protracted humanitarian situations, education is still not sufficiently prioritized for immediate humanitarian funding and development actors need to do more to support resilient national education systems that ensure education is not disrupted. This is why Canada supports organizations like Education Cannot Wait, which is emerging as a leader in demonstrating how education programming can be quickly and efficiently rolled out within the humanitarian-development-peace nexus space.
ECW. Canada is a staunch defender of multilateralism in addressing the world’s challenges and opportunities. With almost 80 million forcibly displaced people worldwide, including 26 million refugees, Education Cannot Wait will dedicate its First Emergency Response to refugee education in its upcoming COVID-19 response actions this month. How do you see ECW’s progress so far in responding to COVID-19 and how can we strengthen collective efforts to deliver quality education to forcibly displaced populations, who often are left furthest behind?
Karina Gould. The COVID-19 pandemic has highlighted how connected we all are to one another across the globe. At the height of the pandemic, 164 countries had closed their schools, which affected 1.4 billion students worldwide – over 90% of the world’s learners. This is on top of the already marginalized populations such as refugees and internally displaced peoples who did not previously have consistent access to quality education.
In the past months, the world has come together to try to stop the spread of the virus. We shared innovative ideas for how to make education and learning more accessible for those who had their education disrupted, to ensure a continuity of learning for all. These solutions are made more effective and are amplified when we work in partnership, including through our major multilateral institutions like Education Cannot Wait.
I have been impressed with Education Cannot Wait’s response to the COVID-19 pandemic, including the speed with which they responded to the crisis in the first round of COVID-19 funding, and the commitment to focus the second round of funding on education for refugees, particularly adolescent girls. This is a group of children and youth who are often left behind and who are disproportionately affected by education disruptions due to displacement, and now even more so due to COVID-19. It is important that we take this time to strengthen our efforts to ensure these marginalized populations remain a priority in our global response to the COVID-19 pandemic. These groups must not be forgotten.
We can strengthen our collective efforts to deliver quality education to forcibly displaced populations, who often are left furthest behind, by continuing to work through multilateral organizations like Education Cannot Wait and ensuring strong coordination with other partners on the ground, including other multilateral partners, civil society and local refugee organizations.
In January, I travelled to Congo and the DRC and witnessed firsthand the important work that ECW’s partner organizations like War Child Canada are doing on the ground to support improved access to education for refugees and displaced peoples, especially girls. Their radio program allows adolescent girls and boys to continue with their learning during school closures by transmitting lessons and allowing learners to access teachers through dedicated hotlines. There are even question and answer periods to keep things dynamic and to keep the youth engaged in learning. I have seen how these initiatives are making a difference on the ground, and it is by building on these partnerships that we can maximize our ability to reach the most marginalized children and youth, particularly girls, refugee and displaced children, to ensure they have the opportunities they deserve.
ECW. Education Cannot Wait greatly appreciates Canada’s continued strong support in meeting the educational needs of children and youth caught in emergencies and protracted crises – including Canada’s new contribution of CAD $5.5 million a few days ago, and the Charlevoix Declaration to strengthen girls’ education in emergencies. ECW is committed to ensuring that 60% of our beneficiaries are girls. As a strong advocate for girls’ education, why is it so important for girls, including refugee and adolescent girls, to have access to education in crisis contexts?
Karina Gould. Girls and adolescent girls face a unique and additional set of challenges that limits their chances of accessing and completing an education. These challenges include poverty, unequal gendered roles in the household and at school, gender-based violence, and school environments and curricula that perpetuate inequalities. In crises contexts, these barriers to girls’ education can be even further entrenched, with girls being 2.5 times more likely to be out of school than boys.
Through the Feminist International Assistance Policy (FIAP), Canada recognizes that gender equality is key to achieving the Sustainable Development Goals. Access to education is a pathway to achieving this goal. It can significantly reduce poverty, provide for better economic opportunities, and can improve health outcomes such as maternal and child health, protecting women and girls from child, early and forced marriage and providing essential sexual and reproductive health services that can enable women to engage in improved family planning.
Yet access is only part of the solution. We also need to make sure that once the children are in school, that they are learning. Quality teaching and learning, and ensuring that schools are safe places for children, particularly girls, are equally important and require additional efforts and resources, especially during a crisis. Ensuring that teachers are well-trained and equipped to instruct children who have or are living through a crisis; that curricula and learning materials reflect relevant cultural realities and do not perpetuate negative gender norms; and that girls and boys have access to adequate hygiene and WASH facilities are all required in order to keep children engaged and for families to continue to see the value in sending their children, particularly their girls, to school. This is why Canada, as President of the G7 in 2018, championed the Charlevoix Declaration on Quality Education for girls, adolescent girls and women in developing countries to further address these challenges in order to ensure that girls – especially those affected by crisis and conflict – have access to quality education.
I personally believe that it is essential for girls, including refugee and displaced girls, as well as adolescent girls, to have access to education in crisis contexts.
ECW. Prior to becoming Minister of International Development, you were appointed Minister of Democratic Institutions in 2017 by Prime Minister Justin Trudeau, becoming the youngest female cabinet minister in Canadian history. Congratulations! You are an inspiration and a role model for girls and women around the world. What message and guidance would you like to share with girls who face education challenges – including the COVID-19 pandemic – in achieving their hopes and dreams?
Karina Gould. My message to girls around the world facing education challenges would be this: “You are worth it. I know it is hard and there are a lot of challenges you are facing. But your hopes and dreams are worth fighting for. You have so much to offer the world. You and your voice and your experience matter. The world needs you to keep studying, to keep dreaming, to keep pushing for what you want to see in the world.”
ECW. We’d love to learn a bit more about you on a personal level. Could you tell us what are the three books that have influenced you the most (or that you’d recommend to others to read), and why? We’d also love to know what kind of music gets you energized and motivated to address the challenges you face as Minister. Finally, is there an inspirational or motivational quote (or two) that you often turn to in life?
One of my favourite quotes is by Margaret Mead. “Never doubt that a small group of thoughtful, committed, citizens can change the world. Indeed, it is the only thing that ever has.”
It was hard to pick just three books, so here are my top four!
To Life by Ruth Minsky Sender
I read this book in grade 7, I was 12 years old. As the granddaughter of Holocaust survivors, this book opened my eyes to the experiences of my own family. It helped me talk to my grandmother and understand what it was like to be a survivor and to have to pick up and restart a life after living through unimaginable trauma and loss. It is an incredible story of loss, tragedy, strength, courage and renewal.
Half the Sky by Nicholas Kristoff and Sheryl WuDunn
I have always been a feminist. I have always believed in seeking and fighting for equality. But this book woke me up to the distinct disadvantages that women face around the world. Until I read this book I didn’t understand how dangerous giving birth was for the majority of women in the world. I learned so much and it made me want to learn even more. This book put me on a path to fight for women’s rights and women’s health around the world.
What is the What by Dave Eggers
This a fictionalized biography of Valentino Achak Deng, one of the “Lost Boys” of Sudan. This book ignited my passion for protecting children from the ravages of war, building a more compassionate world, and fighting for the rights of refugees. It also led me to explore books about Africa written by Africans, which opened up a whole new literary world for me.
Anne of Green Gables Series by Lucy Maud Montgomery
Was one of my favourite series as a child, written by a great Canadian author!
ECW. Are there any final comments you would like to share with ECW’s global audience on the importance of refugee children’s education in emergencies, as well as the importance of not only prioritizing education in humanitarian contexts, but also delivering quality education with ‘the fierce urgency of now’, rather than waiting until the crisis is over.
Karina Gould. When schools closed due to the COVID-19 pandemic, the world was quick to mobilize to ensure – to the best of our abilities – that we focused on continuity of learning for out of school children. What I would like to reiterate is that we need to remember the vulnerable populations, including refugees and displaced children, who were not in school before the pandemic and who never had access to quality education. These children deserve the chance to learn, and must not be left behind.
Finland and Verizon commit funds and highlight the importance of education in emergencies in building back better from the COVID-19 pandemic. Over US$10 million in funding to ECW announced this week, including new pledges from Canada and the United States.
Finland and Verizon commit funds and highlight the importance of education in emergencies in building back better from the COVID-19 pandemic. Over US$10 million in funding to ECW announced this week, including new pledges from Canada and the United States.
27 June 2020, New York – At today’s ‘Global Goal: Unite for our Future’ concert and summit events – presented by Global Citizen in partnership with the European Commission, top artists and global leaders – the Government of Finland and Verizon committed funding to Education Cannot Wait, joining others to highlight the importance of education in building resilience to the COVID-19 pandemic.
During the Global Goal events, the Government of Finland and Verizon announced new contributions to Education Cannot Wait, of €3 million and US$1 million respectively. Hosted by Dwayne Johnson, the ‘Unite for our Future’ concert features performances by Shakira, Coldplay, Usher, Jennifer Hudson, Miley Cyrus, Justin Bieber, Yemi Alade and many more.
With the commitments made at the Global Citizen events, a total of over US$10 million in funding to Education Cannot Wait (ECW) was announced this week alone. Just a few days earlier, both the Government of Canada announced CAD$5.5 million and the United States announced US$2.3 million in increased support to ECW, the global fund for education in emergencies.
The new funding will support efforts to provide crisis-affected children and youth – already impacted by armed conflicts, forced displacement, natural disasters and protracted crises and now doubly hit by COVID-19 – with the safety, hope and opportunity of an education. This crucial funding expands ECW’s education in emergency response to the COVID-19 pandemic and supports its ongoing efforts to achieve universal and equitable education by 2030 in line with the Sustainable Development Goals (SDGs).
During the Global Citizen livestream event, Finland’s Minister for Development Cooperation and Foreign Trade, Mr. Ville Skinnari, announced €3 million (approximately US$3.3 million) in new funding to ECW. This is the first commitment to ECW by the Government of Finland. “In Finland, we believe in education. Education for everyone, everywhere, including in emergencies. That’s why, this year, we pledge 3 million euros to Education Cannot Wait,” said Skinnari.
One of the world’s largest companies, US-based telecommunication provider Verizon, also committed US$1 million to Education Cannot Wait during the event, joining other private sector partners increasingly concerned with the need for education in emergencies. “One of the areas most transformed by COVID-19 is education. That’s why during this pandemic, Verizon has extended our long-term commitment to students and teachers. Today, we continue our support for education by supporting Education Cannot Wait,” said Hans Vestberg, Chairman and CEO, Verizon.
In addition to these announcements, earlier this week, the Government of Canada announced an additional CAD$5.5 million (approximately US$4 million) contribution to ECW to address the urgent educational needs of refugees and refugee-hosting communities, and adolescent girls in secondary school, including support to distance learning and teacher training. This contribution brings Canada’s overall support to ECW to over US$56 million. The United States also pledged US $2.3 million in additional funding to ECW, expanding its pledges and contributions to over US$60 million to date. The funding will be dedicated to scale-up the education in emergency response in Burkina Faso and will provide 43,390 children (including 26,034 girls) with formal and non-formal education in a safe, inclusive and quality environment.
“This continued and growing support from Canada, Finland, the United States and Verizon is profoundly appreciated and is, we hope, recognition that ECW is delivering results and making a real difference for children and youth left furthest behind,” said Yasmine Sherif, Director of Education Cannot Wait. “The ECW model seems to work where it is most needed and we call on public and private sector donors – and people everywhere – to join our movement and invest in education for children and young people in countries of crisis. This is their hope, their potential and their power to build back better. We need US$310 million in immediate support for Education Cannot Wait’s responses in countries of conflict, forced displacement and natural disasters. This funding is critical for both the COVID-19 pandemic and other crises. Together with Global Citizen, government donors, the private sector and UN and civil society partners, we are united in leaving no child behind as we build back better from this pandemic, leveraging the power of education to achieve SDG4.”
ECW’s education in emergency response to the COVID-19 pandemic focuses on ensuring continuous access to education, including distance, online and radio learning; information campaigns, risk communications and community engagement in local languages, including psychosocial and mental health support; and, water and sanitation facility upgrades in schools and learning centers as a first line of defense. ECW has already reached over 3.4 million crisis-affected children and youth, and mobilized more than US$650 million since its inception just over three years ago.
Global Citizens shared over 1,000 messages with world leaders through a campaign to support education during COVID-19, including through Education Cannot Wait. “The fact that we are receiving support from Global Citizens around the world and from new and existing donors, further inspires our global movement to protect girls and boys from the devastating impacts of the COVID-19 pandemic and provide them with a brighter future through education,” said Sherif. “For many crisis-affected children and youth, education is more than just learning; it is often lifesaving. Let us unite for these children and for humanity’s future. We are grateful to all Global Citizens calling for support to Education Cannot Wait and to our strategic donors, UN and civil society partners who support the work we do every day.”
“Global Citizen knows the critical role education plays in ensuring COVID-19 and other emergencies don’t become a barrier to opportunities and education for children living in poverty around the world,” said Mick Sheldrick, Chief Global Policy and Government Affairs Officer of Global Citizen. “We are very proud to partner with Education Cannot Wait and commend the crucial contributions announced by Finland and Verizon through Global Goal: Unite for Our Future in support of ECW’s life-saving work for the most vulnerable children and youth around the world. We encourage more government and private sector leaders to support Education Cannot Wait to ensure no child is left behind.”
GENEROUS CONTRIBUTION FROM CANADA TO PROVIDE ACCESS TO EDUCATION FOR GIRLS LIVING IN CRISIS AND EMERGENCIES
2 December 2018, New York – The Prime Minister of Canada, Justin Trudeau, announced a significant new CAD$50 million (US$38 million) pledge to Education Cannot Wait during today’s Global Citizen Festival in South Africa.
The Government of Canada stressed that its contribution will “improve children’s education in countries facing humanitarian emergencies and crises” and that “investing in education, especially in crisis situations, empowers girls and prepares them for the future”.
This new pledge from Canada to Education Cannot Wait tops up its initial US$15 million contribution for a total of US$53 million in contributions to date. Canada is now the second-largest donor to the Fund.
The funding will provide much-needed gender-responsive education for girls living in the midst of crisis, in war zones, in refugee camps, in displacement and in emergencies settings.
Canada’s pledge marks an important milestone as leaders from the G7 step up efforts to deliver on the commitments of this year’s Charlevoix Declaration, which promises to increase equal access to quality education for girls and women.
In the declaration, G7 leaders underscored the value of a quality education for girls in crisis settings to “promote peace and security and drive improved health and life outcomes” and committed to “continue investing in girls’, adolescent girls’ and women’s quality education in developing countries, including in emergencies and in conflict-affected and fragile states”.
“Canada’s pledge sends a clear signal to the world that girls and adolescent girls everywhere can no longer be left behind, that they deserve equal access to education and opportunities. Today, Canada, together with the broad coalition of Education Cannot Wait’s partners, is telling the world that girls matter. We are telling the world that education cannot wait for the 39 million girls living in war and disaster that don’t have the opportunity to go to class, learn and thrive,” said Yasmine Sherif, Director of Education Cannot Wait.
Education Cannot Wait, a new global fund for education in crisis and emergencies hosted by UNICEF, seeks to mobilize US$1.8 billion by 2021 to provide access to safe, reliable, quality education for 8.9 million children – half of whom will be girls – enduring some of the worst possible human conditions on the planet.
Girls and adolescent girls living in crisis are often excluded from education. They are 2.5 times more likely to be out of primary school and 90 per cent more likely to be out of secondary school than those living in countries where there is no crisis. Girls’ access to quality education in conflict and crises settings helps to protect them against the risks of childhood marriage and early pregnancies, sexual assault and gender-based violence.
Education Cannot Wait 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
LE GOUVERNEMENT DU CANADA ANNONCE UNE CONTRIBUTION DE 38 MILLIONS DE DOLLARS USD AU FONDS EDUCATION CANNOT WAIT
LA CONTRIBUTION GÉNÉREUSE DU CANADA RENFORCERA L’ACCÈS À L’ÉDUCATION DES FILLES ET ADOLESCENTES VIVANT DANS LES PAYS EN CRISE
2 décembre 2018, New York – Le premier ministre du Canada, Justin Trudeau, a annoncé une nouvelle contribution de 50 millions de dollars CA (38 millions dollars USD) au fonds Education Cannot Wait dans le cadre du Global Citizen Festival aujourd’hui en Afrique du Sud.
Le gouvernement du Canada a souligné que cette contribution va « améliorer l’éducation des enfants dans les pays touchés par des urgences et des crises humanitaires » et « qu’investir dans l’éducation, surtout en situation de crise, renforce le pouvoir des filles et les prépare pour l’avenir. »
Cette nouvelle contribution du gouvernement du Canada à Education Cannot Wait s’ajoute à sa contribution initiale de 15 millions de dollars USD pour un total de 53 millions de dollars USD à ce jour, hissant le Canada au deuxième rang des plus importants donateurs du Fonds.
Le financement permettra d’assurer un accès équitable des filles et adolescentes vivant dans des zones touchées par les guerres et les crises humanitaires, dans des camps de réfugiés ou en situation de déplacement interne, à une éducation qui leur fait cruellement défaut. Le tout, à travers des programmes d’éducation prenant en compte la dimension genre.
Cette contribution du Canada constitue une étape importante dans les efforts des dirigeants du G7 pour tenir les engagements pris dans la Déclaration de Charlevoix plus tôt cette année. Le texte promet d’accroître l’égalité de l’accès à une éducation de qualité pour les filles et les femmes.
Dans la Déclaration, les dirigeants du G7 ont souligné l’importance d’une éducation de qualité pour les filles vivant dans des situations de conflits et crises: « une éducation de qualité favorise la paix et la sécurité et favorise l’amélioration de la santé et de la qualité de vie », ils se sont engagés à « investir dans une éducation de qualité pour les filles, les adolescentes et les femmes dans les pays en développement, y compris dans les États en situation d’urgence, en proie à des conflits et fragilisés. »
« La contribution du Canada est un signal clair pour le monde entier que les filles et les adolescentes ne peuvent plus être laissées pour compte, qu’elles méritent un accès égal à l’éducation et à des chances égales. Aujourd’hui, le Canada et la vaste coalition de partenaires du fonds Education Cannot Wait, disent au monde entier que les filles sont importantes. Nous disons que l’éducation des 39 millions de filles et adolescentes qui sont dans des situations de guerre et de catastrophes et n’ont pas la possibilité d’aller en classe, d’apprendre et de s’épanouir ne peut pas attendre », a déclaré Yasmine Sherif, Directrice de Education Cannot Wait.
Education Cannot Wait est un nouveau fonds mondial pour l’éducation dans les situations de crise et d’urgences. Le Fonds, hébergé par l’UNICEF, cherche à mobiliser 1,8 milliard de dollars USD d’ici 2021 afin de fournir un accès à une éducation fiable, de qualité et dans un environnement protecteur à 8,9 millions d’enfants – dont une moitié sont des filles – vivant dans des conditions parmi les plus difficiles sur la planète.
Dans les situations de crises engendrées par les guerres et les catastrophes, les filles et les adolescentes ont un accès plus limité à l’éducation. Elles sont 2,5 fois plus susceptibles de ne pas fréquenter l’école primaire et 90 % plus susceptibles de ne pas fréquenter l’école secondaire que les filles dans les pays où il n’y a pas de crise. Un meilleur accès à une éducation de qualité aide à les protéger contre les risques accrus de mariages et grossesses précoces, d’agressions sexuelles et de violences basées sur le genre.
Education Cannot Wait (« L’Éducation ne peut attendre ») est le premier fonds mondial dédié à l’éducation en situation d’urgence. Il a été lancé par des acteurs internationaux de l’aide humanitaire et du développement, ainsi que des donateurs publics et privés, pour répondre aux besoins éducatifs urgents de 75 millions d’enfants et adolescents touchés par des situations de conflits et de crises. Les modalités d’investissement du Fonds visent à instaurer une approche plus collaborative entre les acteurs sur le terrain, en veillant à ce que les acteurs humanitaires et de développement unissent leurs forces pour obtenir des résultats en matière d’éducation.
Today, more girls are in school globally than ever before; but 132 million are not, particularly those in emergencies and in conflict-affected and fragile states. Millions more drop out before they complete their education, and progress for the most marginalized girls is far too slow. These girls struggle to learn the basics, and are under-represented in secondary education, where they would gain the skills, knowledge and opportunities for a productive and fulfilling life.
Far too many girls continue to face barriers to their education, across the lifecycle from early years, through adolescence and into adulthood, including poverty; sexual and gender-based violence; child, early and forced marriage; early and unwanted pregnancy; and restrictive social norms and expectations. Other barriers rest within the school, related to deep-rooted gender discrimination, unequal power relations, and inadequate facilities. By some estimates, one in ten girls in sub-Saharan Africa miss school during menstruation. Gender-based violence in, around and on the way to school knows no geographical, cultural, social, economic or ethnic boundaries. Inclusive, equitable education, in safe and secure environments, which reaches the most vulnerable, including children with disabilities, remains fundamental to achieving the empowerment and economic equality of girls and women, especially in developing contexts and countries struggling with conflict.
Today we meet to take stock, to reaffirm and issue new policy and financial commitments, and to agree on next steps for joint advocacy and action to achieve results for all girls.
We acknowledge that much progress has been made in 2018 to make concrete commitments to advancing girls’ enjoyment of their human right to education, and a contribution to social development, economic growth, and the achievement of the Sustainable Development Goals (SDGs). The G7 Summit in Canada and the Commonwealth Summit in the UK agreed on commitments with a particular focus on supporting adolescent and highly marginalised girls while they confront enduring barriers to their achievement of positive learning outcomes; while the Global Partnership for Education conference in Senegal saw developing countries commit themselves to invest a further $110 billion in education, coupled with $2.3 billion of ODA pledges by donors. Education Cannot Wait, in barely one year, invested close to $100 million in emergency response plans and multi-year resilience programmes in which 50 percent of the beneficiaries are girls and the majority of teachers are female. With 2030 in sight, we must continue the momentum for shared responsibility, global solidarity, and accountability to ensure no girl is left behind.
We together call on girls themselves, their families and communities, governments, international organizations, civil society and the private sector to join us in our commitment to undertake individual and collective action to dismantle barriers to girls’ education, and to:
Increase girls’ access to schools and learning pathways, with a focus on the most marginalized, including those in contexts of emergency, conflict and fragility.
Provide opportunity for 12 years of free, safe and quality education that promotes gender equality, builds literacy and numeracy skills, and skills for life and the jobs of the future.
To close existing gaps, we resolve to:
Promote gender-responsive education systems, including plans and policies, budgeting, teaching and learning approaches, curriculum and learning materials;
Improve coordination between humanitarian assistance and development cooperation, ensuring commitment to gender equality and prioritizing improved access to quality education for girls and women in the early stages of humanitarian response and peacebuilding efforts;
Enact and enforce legislation, providing opportunity for 12 years of free basic education, and dismantling barriers to education through wider reform, such as on child, early and forced marriage;
Invest in teachers, creating incentives for male and female teachers to provide quality learning opportunities, and expanding professional development in gender-responsive teaching practice;
Focus on the hardest to reach girls, including girls in situations of conflict, crisis and fragility, rural girls, and girls with disabilities;
Champion schools as safe spaces for learning, free of gender bias, violence and discrimination;
Engage communities, parents, boys and men, and girls themselves to challenge the patriarchal beliefs, practices, institutions and structures that drive gender inequality;
Monitor progress, and ensure the collection of sex-and age-disaggregated data on a regular basis and its use to redress gender disparities in education and their causes across the lifecycle;
Implement integrated and multi-sectoral approaches which empower adolescents to avoid sexual risks and prevent early pregnancy and sexually transmitted infections;
Prepare girls for jobs of the future, building digital skills and closing gender gaps in science, technology, engineering and mathematics education.
Strengthen international, regional, national, and South-South cooperation to champion girls’ education and make gender equality in and through education a reality.
We commit to galvanizing political will to deliver on the SDG 4 commitments to girls’ education and use upcoming events such as the Global Education 2030 Meeting organized by UNESCO in December 2018 and the SDG High Level Political Forum in July 2019 to take stock of progress in the count down to 2030.
DOUZE ANS POUR SUPPRIMER LES OBSTACLES ET NE LAISSER AUCUNE FILLE DE CȎTÉ
Jamais autant de filles n’ont été scolarisées dans le monde. Toutefois, 132 millions de filles ne vont toujours pas à l’école, en particulier dans les États fragiles, en situation d’urgence ou en proie à des conflits. Des millions d’autres filles quittent l’école prématurément, tandis que les progrès enregistrés pour les plus marginalisées d’entre elles sont encore bien trop lents. Pour ces filles, acquérir les compétences fondamentales est un véritable combat. Elles demeurent en outre sous-représentées dans l’enseignement secondaire, où elles pourraient pourtant acquérir les connaissances et les compétences nécessaires pour construire une existence riche et accomplie.
Les filles et les femmes sont encore beaucoup trop nombreuses à rencontrer des obstacles à leur éducation, tout au long de leur vie, de la petite enfance à l’âge adulte, en passant par l’adolescence : pauvreté, violences sexuelles ou liées au genre, mariages d’enfants, précoces ou forcés, grossesses précoces ou non désirées, ainsi que des normes et des attentes sociales trop restrictives. L’institution scolaire elle-même maintient un certain nombre de barrières : discriminations fondées sur le genre, relations de pouvoir inégalitaires et infrastructures inadaptées. Selon certaines estimations, une fille sur dix, en Afrique subsaharienne, manque l’école pendant ses menstruations. Les violences liées au genre à l’intérieur, aux abords ou sur le chemin de l’école ne connaissent pas de frontières géographiques, culturelles, sociales, économiques ou ethniques. Il demeure donc essentiel d’assurer les conditions d’une école inclusive et équitable, d’une éducation dispensée dans un environnement sain et sûr, qui inclut les plus vulnérables, y compris les enfants en situation de handicap. Il s’agit de rendre les filles et les femmes autonomes, y compris sur le plan économique, en particulier dans les pays en développement et en situation de conflits.
Nous sommes aujourd’hui réunis pour prendre la mesure de cette situation, pour affirmer à nouveau notre volonté d’avancer, pour définir de nouvelles mesures et des engagements financiers et pour convenir d’actions communes afin de garantir des résultats pour toutes les filles.
Convenons-en, de nombreux progrès ont été accomplis en 2018. Des engagements concrets ont été pris afin de garantir que les filles puissent jouir pleinement de leur droit à l’éducation, un droit fondamental contribuant au développement social, à la croissance économique et à la réalisation des objectifs de développement durable (ODD). Les Sommets du G-7 au Canada et du Commonwealth au Royaume-Uni ont débouché sur des engagements précis, notamment en faveur des adolescentes et des filles les plus marginalisées, tandis que la Conférence du Partenariat mondial pour l’éducation organisée au Sénégal a vu les pays en développement s’engager à investir 110 milliards de dollars supplémentaires dans l’éducation, auxquels s’ajoutent 2,3 milliards de dollars de la part de donateurs. Education Cannot Wait / Éducation ne peut pas attendre a investi en à peine un an près de 100 millions de dollars dans des plans d’intervention d’urgence et des programmes pluriannuels de résilience dans lesquels 50% des bénéficiaires sont des filles, et la majorité des enseignants des femmes. Dans la perspective de l’échéance de 2030, nous devons entretenir cette dynamique en faveur d’une responsabilité commune, d’une solidarité mondiale et d’un principe de redevabilité, pour faire en sorte qu’aucune fille ne soit laissée de côté.
Ensemble, nous appelons les filles elles-mêmes, ainsi que leurs familles et communautés respectives, les gouvernements, les organisations internationales, la société civile, le secteur privé, tous les acteurs de l’éducation, à s’engager avec nous, et à agir, à titre individuel ou collectif, pour lever les obstacles à l’éducation des filles et pour :
améliorer l’accès des filles à l’éducation et aux parcours d’apprentissage, en ciblant les plus marginalisées d’entre elles, notamment celles qui se trouvent dans des situations d’urgence, de conflit ou de vulnérabilité ;
assurer 12 années d’un enseignement gratuit, sûr et de qualité, qui s’attache à promouvoir l’égalité de genre et à renforcer les compétences en matière d’écriture, de lecture et de calcul, ainsi que les compétences nécessaires à la vie quotidienne et aux métiers de demain.
Afin de combler les écarts qui existent, nous sommes déterminés à :
promouvoir des systèmes éducatifs prenant en compte les questions de genre, notamment en matière de planification, de réglementation, de budget, d’approches et de ressources pédagogiques et de programmes d’enseignement ;
améliorer la coordination entre l’aide humanitaire et la coopération pour le développement, en garantissant un engagement de tous les acteurs en faveur de l’égalité de genre, et en faisant de l’accès à une éducation de qualité pour les filles et les femmes une priorité dès les premiers moments de l’intervention humanitaire et les premiers efforts pour instaurer la paix ;
promulguer et faire appliquer des lois permettant d’assurer 12 années d’un enseignement de base gratuit et de lever les obstacles à l’éducation, grâce à des réformes plus larges, portant par exemple sur les mariages d’enfants, précoces et forcés ;
investir dans les enseignants en mettant en place des mesures incitatives pour que les enseignants, hommes et femmes, puissent bénéficier de conditions d’apprentissage de qualité et soient formés aux pratiques pédagogiques qui intègrent une perspective de genre;
se concentrer sur les filles les plus marginalisées, notamment celles qui se trouvent en situation de conflit, de crise ou de vulnérabilité, celles qui vivent en milieu rural et celles qui ont un handicap ;
promouvoir les écoles en tant que lieux d’apprentissage sûrs, exempts de préjugés, de violences ou de discriminations liées au genre ;
encourager les communautés, les parents, les garçons et les hommes, ainsi que les filles elles-mêmes, à remettre en question les croyances, les pratiques, les institutions et les structures patriarcales qui favorisent les inégalités de genre ;
suivre les progrès et assurer la collecte de données réparties par sexe et par âge de manière régulière, et suivre l’utilisation de ces données pour remédier aux inégalités fondées sur le genre dans l’éducation ;
adopter des approches intégrées et multisectorielles qui donnent aux adolescentes les moyens d’éviter les risques liés à la sexualité et de prévenir les grossesses précoces et les maladies sexuellement transmissibles ;
préparer les filles aux métiers de demain, développer leurs compétences dans le domaine du numérique et combler l’écart entre filles et garçons dans l’enseignement des sciences, de la technologie, de l’ingénierie et des mathématiques ;
resserrer la coopération internationale, régionale, nationale et Sud-Sud pour promouvoir l’éducation des filles et faire en sorte que l’égalité de genre dans et par l’éducation devienne une réalité.
Nous sommes déterminés à mobiliser les volontés politiques en vue de la réalisation des engagements de l’ODD 4 en faveur de l’éducation des filles, ainsi qu’à mettre à profit les grandes manifestations à venir, telles que la Réunion mondiale Éducation 2030 organisée par l’UNESCO en décembre 2018 et le Forum politique de haut niveau consacré aux ODD en 2019 pour dresser un bilan des progrès accomplis au regard de l’échéance de 2030.