This is Masa. When Masa was one year old, her family was forced to flee their home country of Syria for Turkey. Today, Masa is five years old, an age when many children around the world go to school. She is among the 1 million Syrian refugee children living in neighboring countries who are not in school.
Sylvia is 19 years old and was born in the Democratic Republic of Congo. Her parents were killed as a result of conflict in her home country and she fled with her sisters to Uganda, seeking refuge.
As children all around the United States are in their last days of school, counting down to summer vacation, there are refugee children across the world who are desperately hoping to get back to school and learning.
You are awesome. Your advocacy and collective voices made big change last month and that is awesome—you are awesome.
Last month, the FIRST EVER World Humanitarian Summit happened in Istanbul, Turkey. World leaders, organizations and advocates just like you traveled to talk about the importance of supporting those around the world living in conflict and/or the aftermath of emergencies.
As a parent of two active children, I see the amazing skills and knowledge they’re gaining at school every day. Yet the vital right to education is just a dream for 75 million children impacted by emergencies and crises. Across our global community, we cannot wait any longer and must act today to reach all children with quality education.
While setting the stage for the topic of this blog post, Education Governance, I considered the frequent use of the terms “sunset” and “new era” to describe the transition away from the MDGs and the undertaking of the 2030 Agenda and Sustainable Development Goals. I wondered what exactly we are leaving behind in the sunset and what exactly has changed in this new era.
In April and May 2015, two earthquakes of magnitudes 7.8 and 7.2 respectively devastated much of Nepal. The sudden loss of family members and homes shattered countless people’s lives. The sudden loss of thousands of schools, while understandably not people’s immediate focus of concern, made itself felt as the weeks passed and the desire to get “back to normal” strengthened.
Education in emergencies more often than not is focused on building safe places, structure, and strong programs for children working through trauma and grief and without any other options due to overloaded government systems and limited educational resources.
What is lacking, however, is effective programming for teenagers in emergencies. We hear a lot about child-friendly spaces, and see activities taking place for those ages six to twelve, but once they hit their teenage years, the number of programs available drop drastically.
Education is a human right. More than that, it is a lifesaving humanitarian response. School provides stability, structure and routine that children need to cope with loss, fear, stress and violence. Being in school can keep children safe and protected from risks, including gender-based violence, recruitment into armed groups, child labor, and early marriage. In periods of crisis, parents and children identify education as one of their highest priority needs.
Despite significant progress made in achieving the second Millennium Development Goal (MDG) of universal primary education, an estimated 63 million adolescents remain out of school. Barriers to education disproportionately affect girls and include poverty, gender-based violence, child marriage, and pregnancy. WomenOne and the Global Campaign for Education-US (GCE-US) are dedicated to ensuring the provision of quality education to all children. Recently, WomenOne focused our efforts on improving quality of education for a small community in rural Haiti.
