Education in emergencies

Education is a fundamental right, yet in times of conflict and disaster it is often significantly disrupted, denying millions of girls and boys the opportunity to have a quality, safe education.

Schools are, in many instances, occupied by armed groups or used as evacuation shelters, making education impossible.

Keeping children in school

Education is an urgent priority in emergencies because it:

• Saves lives and provides a safe space for children, where they are protected from physical harm, early and forced marriage, neglect, exploitation, child labour and from being recruited as child soldiers.

• Is identified as a critical need by families and communities affected by emergencies.

• Provides space where children can learn about preventable diseases, nutrition, hygiene and other life saving topics.

• Supports children’s mental and physical health and can include subjects such as conflict resolution, democracy, human rights, climate change and disaster risk reduction.

• Ensures children who were already in school can get back to learning, and allows children who were not in school before to start.

Emergencies affect education

Recent research indicates that the number of crisis-impacted school-aged children and adolescents requiring educational support has grown from an estimated 75 million in 2016 to 222 million today. Of these, as many as 78.2 million are out of school, and close to 120 million are in school, but not achieving minimum proficiency in math or reading.

An estimated 84% of learners who are not in school are living in areas in protracted crisis.*

Safe education

Plan International’s education work in emergency contexts strives to provide quality formal and non-formal education opportunities that meet the needs of children affected by humanitarian crises, from early childhood to adolescence. Our work has a particular focus on adolescent girls who are among the worst affected by disasters. Working with teachers is central, to help them manage their own stress, and teach in ways that provide the social and emotional support children need to recover from their experiences and pursue their learning. We collaborate closely with child protection colleagues to enable access to specialised services where necessary. 

Ensuring the continuity of education through crisis means preparing for emergencies where they can be predicted. This includes teacher training, and ensuring buildings and school environments are safe. Education should be part of support immediately following a fast onset emergency, based on long term collaboration with education authorities, schools and communities. 

Plan International uses the INEE Minimum Standards for Education: Preparedness, Response and Recovery and the Minimum Standards for Child Protection in Humanitarian Action (CPMS) as guiding frameworks. 

UNITY Foundation provides support in conflict-affected fragile states, refugee situations, and in countries affected by disasters linked to climate change and natural hazards. Current responses include: complex crises that exacerbate hunger in Cox’s Bazaar in Bangladesh.

Governments must prioritise education in emergencies 

15 February 2023

There are 222 million children and adolescents globally – more than half of these girls – who are affected by the horrors of war, disaster and displacement, who urgently require education support. We must ensure their fundamental human right to education.  

Angela from the Y4EiE panel holding a sign reading: ‘children should never lose out on education because of: conflicts, forced displacement, climate disasters.

Armed conflicts, forced displacement, climate-induced disasters and protracted crises are increasing dramatically all over the world, but particularly in low income countries. We need to ensure that children and young people are not forgotten but are supported to continue to learn no matter the circumstance. 

As young people, we know that education cannot wait. We know that young people are desperate to learn. And we know that governments must prioritise and fund education in emergencies.  

This is why on February 16 – 17th 2023 we will be joining world leaders and global civil society at the Education Cannot Wait High-Level Financing Conference (ECW HLFC) in Geneva. $1.5 billion is critically needed to finance ECW’s 2025-2025 Strategic Plan.

As young people, this is how we are advocating for education in emergencies 

This is why we are attending the conference – to represent the young people from around the world who are affected by crises but who deserve to learn.   

We are working together to put education in emergencies on the agenda of world leaders; to raise awareness of the barriers; and to advocate for increased funding for education in emergencies. Through raising awareness, we also aim to increase the political will and support for education in emergencies.  

Our demands for education in emergencies  

 As part of a delegation of over 40 youth groups, we are leading on developing a Youth Call to Action, which we will deliver at the closing session of the conference.  

Firstly, we demand that education in emergencies must be gender-transformative, it should be inclusive and provide a safe space for LGBTQIA+ young people and young people with disabilities.  

Secondly, after the conference there needs to be accountability to young people and communities from governments to ensure that commitments to education in emergencies financing are delivered. Education Cannot Wait must also be accountable to how the financing raised is spent: young people must be meaningfully engaged in funded programmes, and there should be a route for youth organisations to access funding for education in emergencies – including emergency response, programmes and advocacy work.  

Through the conference and interactions with world leaders, the Y4EiE hopes that world leaders and policy makers will be able to recognise the ability and potential of refugees in a country and world at large by mapping simple and clear procedures to access both travel documents and work permits.   

We call on those with power to welcome youth organisations to the decision-making table and to recognise existing youth platforms that are advocating for education in emergencies. 

With this in mind, we hope to see the world leaders pledge generously next week in Geneva, because Education Cannot Wait! 

I am Ready!

Accelerated intensive pre-primary programme

This brief introduces our accelerated intensive pre-primary education model.

Delivering quality early childhood education (ECE)  is one of the most critical and cost-effective investments a country can make. Investments in early childhood education not only prepare young children to succeed in school and in life but also improve the efficiency and effectiveness of education systems and is a foundational investment in the promotion of gender equality and inclusion. Yet despite global commitments to universalize access to pre-primary education (PPE) by 2035, progress has been slow and uneven, with half of the world’s children still lacking access to any form of PPE.

I am Ready! is an innovative, accelerated pre-primary education model that aims to build the school readiness of disadvantaged children without access to early childhood education to better prepare them for school entry and successful learning. It is delivered in 8-12 weeks prior to primary school entry. It  supports holistic child development by focusing on physical, cognitive, language, and socio-emotional skills through play-based activities, healthy habits, and parent engagement.

The model has significantly improved school readiness and on-time enrolment in countries such Bangladesh refugees. I am Ready! represents a scalable solution to achieving global education goals and promoting equity for marginalised children.