“To deny people their human rights is to challenge their very humanity,” Nelson Mandela once said. Today, the humanity of 128 million children and adolescents living in countries is impacted by armed conflicts, forced displacement and climate-induced disasters, where virtually every single one of their human rights are being challenged. The most central one, and in all too many cases, their only hope - their inherent right to an inclusive quality education, as enshrined in international human rights conventions - is brutally challenged, if not also willfully ignored or denied.
Access to an inclusive quality education is a universal human right. When the inherent right to a good education is ignored or denied, the consequences are severe. For a girl in country of conflict or forced displacement, the impact is brutally multiplied.
“As we enter 2021, education must be at the core of pandemic response and recovery efforts,” says António Gutteres, Secretary-General of the United Nations, in his interview with Education Cannot Wait (ECW) for this monthly issue, reminding us that “upholding our pledge to leave no one behind starts with education.”
Looking back upon 2020, we all bear the scars of a devastating year; none so much as girls and boys around the world. The COVID-19 pandemic disrupted education for over 1.6 billion children and youth globally and continues to do so. It has also deepened socio-economic inequities and heightened insecurities around the world, further impacting the lives of girls and boys everywhere. Ongoing, protracted conflicts, forced displacement and the worsening climate crisis were no less forgiving.
As Mohammed, a Palestine refugee with impaired vision who attends a specialized UNRWA programme for children with disabilities, told us during our mission to Lebanon a week ago: “I was worried. I was worried that I could not continue my education because the programme was going to be cut. Now I have hope that I can continue to study and make my dream come true.” As 2020 comes to a close and we reflect on Education Cannot Wait’s mission this past year, two things stand out: hope and action. Amidst multiple crises around the globe, exacerbated by the COVID-19 global pandemic, hope has been the fuel driving us all forward to take action to deliver to those left furthest behind. Indeed, while hope is life-sustaining for a young girl or boy enduring conflict, forced displacement and disaster, it cannot be sustained without action.
Education is not a privilege. It is a fundamental human right. Yet, education is undervalued even at the best of times. We often fail to connect the dots between the right to education and the realization of all human rights. As noted by the Nobel-winning economist Amartya Sen, we have failed to give ‘this massive potential in transforming human lives’ the attention it deserves.
Girls are change makers and world shapers! When girls speak up, they are a powerful force to be reckoned with.
“I am so happy. This is my success!” says 13-year old Cynthia
, beaming proudly as she shows her Primary School Certificate with an average mark of 120 out of 150. Thanks to the Radio Education Programme, she will now graduate on to Grade 6! Cynthia’s sense of pride, joy and achievement can only be fully understood when placed in the context of her circumstances. Cynthia is an internally displaced girl, living in Burkina Faso in Central Sahel.
Out of global crises spring opportunities for change. In crisis, change is not an option. It is a necessity. And, as Plato famously noted: “Necessity is the mother of invention.” Education Cannot Wait (ECW
) is an invention that sprang out of crisis and was borne of necessity.
There are moments when the world has no choice but to come together. Those moments become historic turning points. This is one of them. We are now faced with the greatest education emergency of our time. Over one billion children are out of school. The COVID-19 pandemic has created an unprecedented crisis of such magnitude and depth that the next generation might neither have the capacity and tools, nor the will, to rebuild - let alone build back better.
“We may all come on different ships, but we are in the same boat now,” Martin Luther King Jr once said. His timeless wisdom rings truer than ever today for the many challenges the world is facing. COVID-19, continued armed conflicts and forced displacement, climate-change induced disasters, deep divides and widespread discrimination mark the human family in the 21st century.
To realize the concept of ‘build back better,’ we need a foundation. That foundation is education. This is an incontestable truth.
Prior to the COVID-19 pandemic, we estimated that 75 million children and youth - of whom 39 million are girls - were not able to access a quality education in countries impacted by armed conflicts, forced displacement, natural disasters and climate change-induced emergencies. The impact of COVID-19 has both globally and exponentially deepened the already existing critical education crisis.
We are living in a crisis unprecedented since World War II: COVID-19. The pandemic brutally sweeps across the globe, where we already face a massive global learning crisis and multiple brutal humanitarian crises. How much more can those left furthest behind in forced displacement and armed conflicts take?
Conflicts and disasters are about destruction. Discrimination and marginalization are about disempowerment. Combine the two and we get a glimpse of the brutal reality affecting millions of girls today. Standing amidst the ruins of their towns, displaced communities and torn-apart families, they are further shackled by exclusion, exploitation and lost opportunities because of their gender.
Genesis smiles and holds her hand up proudly to answer questions in class. She claps her hands in support of her classmates when they answer the teachers’ questions correctly. “I miss my cousins and aunts in Venezuela, she says.” Her smile fades and her lips tighten. She struggles to hold back her tears. “I can’t return. I want to stay here in my school, with my new friends.” Her smile returns, as she resolutely states: “I want to become a lawyer, so I can help solve problems