The AWG works to promote the right to quality education for all learners affected by crisis and conflict, and in so doing seeks to underscore the bridge between humanitarian and development work in its focus on promoting the INEE Minimum Standards and other tools as prerequisites for achieving SDG4 on education.
The AWG seeks to play a role in both providing technical guidance as to what advocacy can and should entail, and in organizing and connecting advocacy efforts.
The AWG seeks to be the potential sum of many member organisations, but with a unique ‘neutral’ voice, a long history of serious engagements, and as a natural convenor in advocacy.
The AWG seeks to amplify the voices of the INEE network members, collectively and individually, in order for them to achieve change in and around the debate on education in emergencies – this happens through mobilizing and building the capacity of the INEE membership.
The AWG seeks to assist INEE, both the network, the various network spaces, and the Secretariat itself, to be a thought leader and a convenor on education in emergencies - leading directly, as INEE and as the AWG, on advocacy campaigns and messaging.
The AWG was formed in 2012 to work alongside the other INEE working groups in advocating for education in emergencies and promoting the work of both INEE and its members. An early focus was on advocating for better, more predictable, and more long-term funding for education in emergencies and one outcome of this was INEE’s role in setting up the Education Cannot Wait fund. The AWG is now into its third mandate (2018-2020), where the major focus, alongside funding, is on promoting global education in emergency standards and good practices, such as the INEE Minimum Standards and the Conflict Sensitive Education Pack, as well as linking these tools to the achievement of the SDGs.
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