To commemorate World Children’s Day, Education Cannot Wait and our partners are calling on governments, donors, the private sector, and philanthropic foundations to accelerate educational support for children and youth caught in armed conflicts, forced displacement, climate change-induced disasters, and protracted crises.
CATALYTIC INVESTMENTS TO SUPPORT QUALITY EDUCATION FOR 9 MILLION CHILDREN AND YOUTH IN THE WORLD’S WORST HUMANITARIAN CRISES
13 June 2019, New York – Education Cannot Wait and its partners are launching the “Act 4 Education in Crisis” campaign calling on governments, private sector companies, philanthropic foundations and global leaders to rise and support the Fund’s efforts to mobilize $1.8 billion by 2021 for 9 million children and youth living in the midst of war, forced displacement and disaster.
In times of crisis, education can play a life-saving and life-sustaining role. Yet, a large gap persists in funding for education in crisis, with just 2 to 4 per cent of annual humanitarian funding going to the education sector. This underfunding has left behind 75 million children whose education is disrupted by conflict, disaster and crisis.
Education Cannot Wait – a global fund for education in emergencies hosted by UNICEF – is filling this gap. Working with a wide range of partners, our investments provide speedy educational responses when a crisis erupts or escalates, while also linking humanitarian and development aid efforts to optimize collective efforts and ensure quality learning outcomes for children and youth in protracted crisis contexts.
“Girls and boys caught up in conflicts and crises endure abnormal circumstances of unspeakable violence, dispossession and disruption to their young lives. Their will to survival compels them to develop extraordinary resilience in coping with these sudden or chronic circumstances,” said Education Cannot Wait Director Yasmine Sherif. “If we who are spared their suffering act generously now by investing in their intellectual, social and emotional development through continued quality education, we can protect them, and help them transform their experiences and scars into creativity, knowledge and productivity, and may even open the doors for a new generation that is empowered to bring positive change.”
Education Cannot Wait’s new Case for investment in Quality Education in Crisis lays out the urgency and the value of investing in the education of children in crisis-affected countries as one of the soundest investment in human and socio-economic development and in peace and stability to make today. It is endorsed by the UN Special Envoy for Global Education and Chair of the Fund’s High-Level Steering Group, Rt Hon Gordon Brown, development ministers, education ministers of crisis-affected countries, Heads of UN agencies, private sector partners and philanthropists, global education ambassadors and civil society partners.
“Hope dies when a child or young person is unable to plan and prepare for the future, and it is up to us to keep hope alive. So, let us bridge this gap between humanitarian and development aid. Let us fund humanitarian aid in education properly. Let us ensure Education Cannot Wait has the funds to support and facilitate coordinated education responses in all the conflict areas of the world,” said Gordon Brown.
Around the globe, hundreds of civil society organizations are rallying behind the “Act for Education in Crisis” campaign.
“Across the world children affected by crises tell us that education is the key to their futures, their safety, their health and their happiness, and that it cannot be delayed. We call upon donors to urgently support the education of girls and boys, including forcibly displaced children, caught up in humanitarian crises by fully funding Education Cannot Wait so that it can provide quality, inclusive and safe education to 9 million children and youth annually by 2021,” said a coalition of civil society organizations in a joint statement issued today.
Since it became operational in 2017, Education Cannot Wait has reached 1.4 million children. This includes close to half a million refugees and over 200,000 internally displaced children and youth. Half of all the children reached by the Fund are girls.
For Aisha, a 16-year-old refugee girl in Chad who fled Nigeria after a Boko Haram attack on her village, this is the difference between the hope of becoming one day a doctor and a life of marginalization. For 12-year-old Zakaria in Syria, this means an opportunity to continue his schooling and hang on to the dream of a better future despite the conflict raging in his country.
By raising $673 million by 2021, the Education Cannot Wait Global Trust Fund responds to new sudden onset crises, such as the recent devastation caused by Cyclone Idai in Southern Africa or the escalating Venezuela crisis. The Fund also supports multi-year educational responses with a target of 25 priority countries affected by protracted crises to provide hope and opportunities to 9 million children like Aisha and Zakaria. These groundbreaking programmes, launched with Education Cannot Wait’s seed-funding allocations, need to catalyze an additional $1.2 billion in co-financing at the country level.
To date, Education Cannot Wait has mobilized over $344 million from 15 generous public and private donors. With the launch of the “Act 4 Education in Crisis” campaign, the Fund builds on its first two years initial success, deepening the support of existing partners and calling on new donors to join the partnership.
“Our strategic donor partners are generously and steadfastly seeking to meet the challenge but much more remains to be done,” says Sherif. “By working together and investing about $113 per child per year, we can empower the next generation of leaders. When we invest in the human mind, when learning is achieved, it cannot be taken away or destroyed. Indeed, a good education is all that is left when all else crumbles.”
Learn more about the “Act for Education in Crisis” #Act4Ed campaign and its supporters: www.act4educationincrisis.org
Download the Education Cannot Wait’s Case for Investment in Quality Education In Crisis here.
The joint statement by civil society partners is available here.
EDUCATION IN EMERGENCIES BY THE NUMBERS*
- 30%. Children and youth in fragile and conflict affected countries are 30 per cent less likely to complete primary education.
- 50%. Children and youth in fragile and conflict affected countries are 50 per cent less likely to complete lower-secondary education.
- 5X. Girls in crisis settings are 2.5 times more likely to be out of primary school than boys.
- 90%. Girls in crisis settings are 90 per cent more likely to be out of secondary school than those living in countries where there is no crisis.
- 39 Million. An estimated 39 million girls caught up in war, disasters and crisis need urgent educational support.
- $15-30 Trillion. The World Bank estimates that if every girl worldwide were to receive 12 years of quality schooling, irrespective of whether there’s a crisis or not, their lifetime earnings could increase by $15 trillion to $30 trillion.
SOCIAL MEDIA KIT
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Notes to Editors
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. Additional information is available at www.educationcannotwait.org
For press enquiries, contact: Anouk Desgroseilliers, firstname.lastname@example.org , +1 917 640-6820
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THE GOVERNMENT OF CENTRAL AFRICAN REPUBLIC, EDUCATION CANNOT WAIT, AND A WIDE COALITION OF DONORS AND PARTNERS LAUNCH US$77.6 MILLION EDUCATION PROGRAMME FOR 900,000 CHILDREN
WITH A CATALYTIC US$6.5 MILLION IN SEED FUNDING FROM EDUCATION CANNOT WAIT, THE PROGRAMME WILL BE A ‘FOUNDATION OF PEACE, SECURITY AND ECONOMIC DEVELOPMENT’
27 February 2019, Bangui – The Government of the Central African Republic and Education Cannot Wait launched a three-year education programme today that will reach an estimated 900,000 children – half of whom are girls – and address the violence and displacement that have left nearly half a million children out of school in the country.
“Education will build the foundation of peace, security and economic development for the people of the Central African Republic,” said Mr. Aboubakar Moukadas-Noure, Central African Republic Minister of Education. “By providing girls and boys with safe learning spaces, qualified teachers, learning materials, school meals, counseling support and other services, this bold and comprehensive programme signals a new age of progress in the Central African Republic. Our children deserve an education. If we are ever to end hunger, violence, displacement and poverty in our country, truly, their education cannot wait.”
The programme benefits from an initial investment of US$6.5 million for 2019-2020 from Education Cannot Wait, a new global fund for education in crisis. The fund is looking to catalyze US$1.8 billion by 2021 to address the needs of children in crisis-affected countries such as the Central African Republic.
Building on the successes of a 12-month US$6 million First Emergency Response financed by Education Cannot Wait, the programme seeks to mobilize US$77.6 million over the next three years. Education Cannot Wait has indicatively committed an additional US$6.5 million per year for the second and third years of the programme, dependent on successful results and availability of funds.
“The global community must step up to fund educational responses in the Central African Republic,” said Graham Lang, Senior Education Advisor at Education Cannot Wait. “The challenges to overcome for children in the country to have universal access to quality education may be immense. But the resilience of these children is even greater. Education is the key that can empower them to tap into this strength to realize their potential and become agents of positive change. Without education, there can be no sustainable recovery, reconciliation and peace.”
The Central African Republic (CAR) is one of the world’s most unstable countries. Widespread violence has had a heavy toll on the population, with one out of four Central African uprooted by the conflict and over two-third of the population in need of humanitarian assistance. Girls and boys are particularly affected, with reports of separated children, sexual violence, forced marriage and early pregnancies, and forced recruitment into armed groups. Since 2017, 89 attacks against schools have been reported while 20 per cent of schools remain closed.
“The programme will target displaced children and host communities with comprehensive efforts to increase access to education, improve retention and ensure education continuity, improve the quality of learning and teaching, and establish safe, protective and inclusive learning environments” Lang said.
As part of Education Cannot Wait’s efforts to strengthen links between humanitarian and development aid efforts, the programme connects actors from across the government, UN organizations, national and international NGOs and the private sector.
Key Facts & Figures on the Multi-Year Resilience Programme
- With transitional classes, the rehabilitation and construction of over 1000 classrooms, and the distribution of 320,000 school kits, the ECW investment in the overall multi-year programme seeks to get over 360,000 out of school children back in protective and safe learning environments, with the goal of reintegrating 90 per cent of the country’s out of school children into the formal education system.
- To reach children in remote locations, an innovative radio education programme is expected to reach around 300,000 girls and boys. It also looks to test cash transfer programmes and will connect with the World Food Programme to implement school feeding programmes in 35 schools.
- Without pay, most teachers have left their posts in CAR, and the educational system primarily relies on untrained community teachers, which comprise over half the teaching force. The programme will provide training and incentives to 12,000 teachers – 35 per cent of whom are female – with the goal of providing better education, keeping children in school and equipping teaching personnel to help children deal with the scars of war, violence and displacement.
- Only one in four girls in CAR are considered literate. The programme seeks to increase the participation of girls in formal and non-formal education by 5 per cent per year. Girls-only sanitary facilities and comprehensive campaigns on sexual education and girl’s rights are part of the programme’s overall efforts to get more girls back in school. The programme will also support 90,000 girls and boys in obtaining official documentation.
For press enquiries, contact:
Anouk Desgroseilliers, firstname.lastname@example.org , +1 917 640-6820
For any other enquiries, contact:
Justin van Fleet is the Director of the International Commission on Financing Global Education Opportunity & Chief Advisor to Theirworld.
When Education Cannot Wait was established, its founders knew there was an immediate issue which needed solved: systematically, education was not seriously included in humanitarian response plans and the link between emergencies and longer-term development was missing. A new way of working was necessary.
CHILDREN RETURNING HOME TO BENEFIT FROM US$2.5 MILLION IN FUNDING TO REHABILITATE 50 CLASSROOMS AND BUILD CAPACITY FOR 800 TEACHERS
New York, 10 October 2018 – Connecting a broad international coalition that includes Plan International, Save the Children, Street Child and UNICEF, Education Cannot Wait announced a new allocation totaling US$2.49 million to provide safe and equitable access to education for 194,000 conflict-affected children – 52 per cent of whom are girls – in the Adamawa, Borno and Yobe States of North East Nigeria.
The overall emergency education package includes US$210,000 for Plan International, US$249,999 for Save the Children, US$230,000 for Street Child, and US$1.8 million for UNICEF.
The 12-month programme coordinated by the Education Cluster in North East Nigeria in partnership with the Government of Nigeria, will support capacity building for 800 teachers and rehabilitate 50 classrooms. In all, 116,400 internally displaced children and 77,600 children permanently settled in these regions will be targeted with the intervention, which will provide educational supplies, permanent schools, basic humanitarian support, and training for teachers to promote the psycho-social development of these war-affected students.
“This support is essential in responding to the immediate needs of the people of North East Nigeria,” said Yasmine Sherif, Director of Education Cannot Wait, a new global Fund that has already reached close to 1 million children living in conflict. “Education for all cannot be an afterthought in crisis. This First Emergency Response is just the beginning of our efforts to break the cycle of poverty and violence in the region, and protect boys and girls returning from conflict and still living with the scars of war. As we scale up this work through multi-year investments along with other local, national and international actors, we will expand our support to include more comprehensive actions to reach the estimated 1.8 million children in the region in need of this targeted support.”
The conflict in North East Nigeria and neighbouring states has been devastating, with schools and children often targeted in violent attacks.
“Girls were raped, children were forced into violent extremism, teachers were murdered, and families were ripped apart by this protracted crisis,” said Sherif. “If we are to reach our goal for universal, inclusive and equitable education for all as outlined by world leaders in the 2030 Agenda for Sustainable Development, immediate action needs to happen – not just in Nigeria, but across the globe.”
Since the rise of armed conflict in 2009, some 1,400 schools have been damaged or destroyed in Nigeria. In Borno State alone, 57 per cent of schools remain closed today.
According to Human Rights Watch, in some cases students recruited by Boko Haram attacked their own schools and killed their own teachers. An estimated 19,000 teachers have been displaced by conflict in Nigeria since 2009, with 2,295 killed in the violence.
“Without teachers and without schools, the children of this region have very limited opportunities. To halt the continued scourge of violent extremism in the region – and protect our most valuable natural resource, our children – we’ve partnered with key actors in this humanitarian response phase to help rehabilitate schools, train teachers, provide essential educational supplies and get boys and girls back in safe and secure educational environments,” Sherif said.
The situation in North East Nigeria continues to be a highly complex humanitarian crisis. With 7.7 million people in need of humanitarian assistance, including 4.3 million children who remain the primary victims of the ongoing conflict.
“This First Emergency Response funding is specifically designed for sudden onset crises or escalations of existing emergencies such as what we are seeing in North East Nigeria and neighboring states today,” said Sherif. “This is a start, but the magnitude of the crisis requires specific, extensive, multi-year engagements to get Nigeria’s boys and girls back in safe schools and help them recover from years of conflict.”
Education Cannot Wait has been operational for just over a year, the new global Fund was created to mobilize US$1.84 billion in funding by 2021 to provide reliable and quality education to 8.9 million children affected by crisis.
Read the PDF version of the press release here
October 5, 2018 —- The violent conflict in Yemen is severely affecting the education of millions of children throughout the country and takes a heavy toll on teachers.
The war has pushed at least half a million children out of school since 2015, and another 3.7 million are at risk of missing this school year if teachers are not paid.
On World Teachers’ Day with the theme, “The right to education means the right to a qualified teacher”, Education Cannot Wait, the Global Partnership for Education, UNESCO and UNICEF are calling for the resumption of salary payments for the 145,000 Yemeni teachers, who teach children under dire and life-threatening circumstances.
Further delay in paying teachers will likely lead to the collapse of the education sector and impact millions of children in Yemen making them vulnerable to child labor, recruitment into the fighting, trafficking, abuse and early marriage.
Teachers who have not received regular salaries for two years, can no longer meet their most basic needs and have been forced to seek other ways of income to provide for their families.
The global community must unite to end violence against children in Yemen and protect their right to education.
There is no time to waste. An entire generation of children is facing the loss of their education – and their future.
Without our collective commitment and action, we will fail to meet the 2030 Agenda – Leaving no child and no teacher behind.
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.
Download the full statement in English here
اضغط هنا لتحميل التصريح الكامل باللغة العربية
Télécharger la déclaration complète ici
Full speech of Rt Hon Gordon Brown, United Nations Special Envoy for Global Education & Chair of the ECW High-Level Steering Group (HLSG) on Action for Refugee Education
In 2016 world leaders agreed to strengthen the international response to the global
refugee crisis and grow support to meet the needs of refugee and host communities.
This included promising “to ensure all refugee children are receiving education within a few months of arrival and to prioritize budgetary provision to facilitate this, including support for host countries”.
The new Global Compact on Refugees sets out a Programme of Action which includes commitments to “expand and enhance the quality and inclusiveness of national education systems to facilitate access by refugee and host community children and youth to primary, secondary and tertiary education”. It also commits to “provide more direct financial support to minimize the time refugee boys and girls spend out of education”.
However, more than half of the world’s refugee children – 3.7 million – remain out of school.
Despite this we believe that progress is possible and that having agreed our aims we must act to deliver them.
The High-Level Meeting on Action for Refugee Education will bring together refugee hosting states, donor governments, multilateral institutions, the private sector and civil society to agree how to accelerate and improve efforts to deliver these commitments.
The Meeting will explore efforts to:
• include refugee populations in national education systems
• improve learning outcomes for refugee and host communities
• and support greater responsibility sharing, especially via more and better financing.
Learn more: https://www.actionforrefugeeeducation.net/
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.
25 September 2018
Download PDF: ENGLISH
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.
25 septembre 2018
Download PDF: FRENCH
New York, 6 July 2018 – The just-released ECW annual results report shows ECW’s investments have reached more than 650,000 children and youth affected by conflict and natural disasters during the Fund’s first year of operations from April 2017 to March 2018. In total ECW invested US$82 million in 14 crisis-affected countries.
ECW’s investments are geared to reach the “furthest behind”, i.e. the millions of children and youth who have traditionally fallen between the cracks of the aid system: refugees and displaced children and youth, those living in an ongoing crisis, host communities, girls and adolescent gilrs, the disabled, etc.
The Fund supports programmes spanning a wide spectrum of context-specific activities to meet education needs of crisis-affected children and youth aged 3-18 years old with a focus on improving access to education, equity and gender equality, continuity, protection and quality of learning. These include learning materials and psychosocial support, school and classroom equipment and infrastructure, teachers’ training and support, and non-formal education programmes.
Girls account for 48 per cent of all children reached by the Fund’s investments which is a crucial achievement to reduce the gender gap in crisis settings, as crises disproportionately affect girls’ education; in Afghanistan alone, where girls represent only 39 per cent of primary level school enrolment, ECW investments reached 60 per cent of girls. Another important achievement is the inclusion of early childhood development components – a sector neglected in crisis settings – in two thirds of country programmes supported by ECW, ensuring children in crisis settings benefit from a good start.
The report also highlights ECW’s unique role in catalyzing joint efforts between humanitarian and development aid actors to ensure more effective and sustainable responses and strengthen response capacity and accountability. In particular, ECW is delivering on its promise to ensure rapid education responses from the onset of crises: for example, when the massive influx of Rohingya refugees was recorded in Bangladesh in August-September 2017, ECW was among the first organizations to respond, proving funding to partners on the ground within 6 weeks of the start of the crisis. With 19 per cent of ECW’s funds channeled as directly as possible to local and national responders at country level, ECW is a key player in advancing the localization of aid agenda, already nearing the Grand Bargain target of 25 per cent by 2020 set by a group of the world’s biggest donors and aid providers.
This is only a glimpse of the progress ECW achieved in delivering education to some of the most vulnerable children and youth on the globe in its first year of operations. To know more, read the full report here.