Data show that Millennium Development Goal 2 - the promise to get all children everywhere in school by the end of 2015 - will not be achieved without a much greater commitment to planning, prioritising, and protecting education in these difficult contexts.
In addition to the challenges of ongoing conflict, displacement and other humanitarian emergencies, education is under attack around the world. Between 2009 and 2012, non-state armed groups, statearmed and security forces, and armed criminal groups have attacked thousands of schoolchildren, teachers and education establishments in at least 70 countries worldwide.(9) One key risk factor for attack is the military use of schools - as bases, barracks, weapon caches, and detention centers - putting schools at risk of targeting by opposing forces, and jeopardising the safety of the students and students within them.(10, Ibid) In April 2014, nearly 200 girls were kidnapped from their school in Nigeria, causing a global outcry and highlighting the importance of protecting schools, teachers and students and ensuring every child’s right to education everywhere.
Short-term: In emergencies, education saves lives and is a major component of strategies for child protection. Out-of-school children are at greater risk of violence, rape, and recruitment into fighting, prostitution, and other life-threatening, often criminal, activities.(11) Education in these settings can also provide children with life-saving information including how to protect themselves from sexual abuse, landmine awareness, hand-washing, and other survival skills necessary in the specific context.(12) Importantly, providing education in emergencies sustains progress already made by school-going children and maintains investments made by children, parents, and communities, reducing the impact of interruptions caused by crisis.
Long-term: Education protects not only against situations that hurt and kill children immediately but also against future threats to lives and livelihoods. Education provides a return to familiar routines and instills hope for the future, mitigating the psychosocial impact of violence and displacement. Good quality education provided during conflict can also counter the underlying causes of violence, and foster inclusion, tolerance, human rights awareness, and conflict resolution – supporting the long-term processes of rebuilding and peace-building.(13) Education lights every stage of the journey to a better life, especially for the poor and the most vulnerable. Education empowers girls and young women, in particular, by increasing their chances of getting jobs, staying healthy and participating fully in society – and it boosts their children’s chances of leading healthy lives.(14, 15)
In the Democratic Republic of Congo and Ethiopia, 30% of individuals surveyed ranked education as their first priority – before basic services like health, water, food, shelter, and psychosocial support.(16)
When children living in emergency and crisis are asked what they need most, time and time again they tell us they want to continue their education. According to 8,749 children caught up in 17 different emergencies – ranging from conflict to protracted crises and disasters – who took part in 16 studies by eight organisations covering 17 different emergencies, 99% of children in crisis situations see education as a priority. In eight studies surveying 4,713 children in nine emergency-affected countries where children were asked to rank their needs in order of priority, 38% identified education as their first priority, and for 69%, education was among their three highest priorities.(17, 18)
The United Nations Secretary-General has travelled the world and reports that in ‘areas ravaged by war and disaster, the plea of survivors is the same – education first.’(19)
Despite the overwhelming evidence of the myriad benefits of education to individuals, families, and societies, education in conflict-affected situations continues to be underfunded by both governments and humanitarian actors alike.(20) Conflict-affected countries are spending far below the recommended levels on education. In 2012, just 3.2% of national income was spent on education in 21 of these countries – far below the global average of 5% or the recommended target of between 4% and 6% of national income. With so many of the world’s out-of-school children and adolescents living in conflict-affected countries, investing in education should be a priority for donors. But many countries in protracted crises do not receive enough humanitarian financing. And humanitarian aid appeals do not include sufficient requests for education funding. In 2014 less than 2% of global humanitarian funding was allocated to education.( 21)
After accounting for projected domestic spending, a minimum of US$38 per child and US$113 per adolescent is needed to ensure all children and adolescents in conflict countries can go to school. This equates to a total funding gap of US$2.3 billion; ten times what was given in humanitarian aid to education in 2014. The total annual financing gap between available domestic resources and the amount necessary to reach the new education targets is projected to average $US39 billion between 2015 and 2030. The gap is particularly large in low income countries, where it constitutes 42% of annual total costs. (22)
Responsibility for filling this gap must not solely lie with humanitarian actors; governments need to increase their education budgets and development aid donors also need to play their part to ensure that all those in need are being reached. (23, 24, 25, 26) Although figures for adequately providing education in all crises contexts is high, the cost of not doing so is far higher. Education in crises at times can be lifesaving, is certainly life sustaining, and is clearly important as a critical longterm investment as both a private and public good, including for a nation’s long term human capital and economic growth.(27) Simply put, without fully funding universal access to 12 years of good quality primary and secondary education, in line with proposed Target 4.1 of the Sustainable Development Goals, the vision of the sustainable future to be agreed in September 2015 cannot be achieved and the world will be robbed of the tremendous potential of girls (and boys) eager to learn and to lead.(28)
“Let us become the first generation to decide to be the last that sees empty classrooms, lost childhoods, and wasted potentials.” --Malala Yousafzai, Nobel Peace Laureate and Education Activist
This short INEE video on the context and importance of education in emergencies is available five languages. Watch the videos on YouTube by clicking the links below, or download the video files from the INEE Resource Database or from Google Drive for offline use. Video created by Sophie d'Aoust, © INEE 2014.