April 2018
Sabina Handschin, Education Focal Point, Senior Education Policy Advisor, SDC Bern
The disruption of education during displacement is a
major obstacle for the achievement of the 2030 Agenda's Education Goal
4. But even more importantly children without school are not only
deprived of their right to education but also of a number of other
rights to which education contributes: the development of the child's
personality, talents and mental and physical abilities, the preparation
for a responsible life, human rights, peace and tolerance to quote just a
few from the Convention on the Rights of the Child. Children in
situations of migration and forced displacement are vulnerable by
definition of their age and therefore need special care and protection
that differs from adults. Education during displacement and crisis
situations is therefore not only a basic need and service but also an
essential protection element. If we do not address children's particular
learning and development needs during displacement, we disregard
key-elements of their special needs as a child during displacement and
impede their equal and equitable life-opportunities for the future.
Since the UN Convention on the The right to education in emergency situations
adopted by the General Assembly in June 2010, education is acknowledged
by the international community as a key intervention for refugee and
IDP children and youth. Since then more and more states start to address
education inclusion of migrant and refugee children in their education
policies and operational plans.
However, the road is
still long until the moment where no child risks being deprived of
learning because of migration. The two Global Compacts that are
currently in elaboration are a chance for children on the move. In the
draft versions of both, the right to education for all children
irrespective of status is incorporated. To ensure equal and equitable
access to primary and secondary education for refugee and migrant
children, thereby completing the full cycle of compulsory basic
education, is also among the priorities of Switzerland's statements and
priorities in the two Compacts. Switzerland's position at the global
level is underpinned and inspired by actions from our bilateral work:
- In Niger 60% of SDC's ongoing development program
for quality education had been redirected to provide access to
education in local schools in the Diffa region for around 25'000 refugee
and host community children fleeing Boko Haram.
- In Chad,
SDC has supported the training of teachers in the schools in the
context of the CAR-refugee crisis in the framework of its development
program and provides protective education opportunities for refugee
children from Nigeria and local host communities in the Lake Chad
region.
- In Mali, the SDC basic education development program has been adjusted to the crises by allowing internally displaced children to catch up with missed schooling, take their exams and receive protective and life-saving messages.
- In the MENA-region
Syrian refugee and host community children have benefitted from better
school environments in Lebanon and Jordan or programs that facilitate
the inclusion of out of school displaced children into education such as
in Iraq or Jordan.
The
case for education for crises-affected children and youth is clear – it
is both an immediate humanitarian response and a longer-term
investment:
- it is a protective and life-sustaining measure during the emergency and crisis situation
- it provides prospects for equal chances for the future for individuals during displacement and upon return (no lost generation)
- it is crucial for the peaceful and sustainable development of the places that have welcomed them, and to the future prosperity of their own countries.
Cover photo by SDC at https://www.eda.admin.ch/dam/deza/en/documents/themen/grund-und-berufsbildung/strategie-deza-bildung_EN.pdf
