Framework for Access to Education July 2017 Contents 1. Scope and definition ....................................................................................................... 3 2. Introduction .................................................................................................................... 3 Education as a humanitarian need .......................................................................... 3 The impact of armed conflict and violence on education ......................................... 5 Legal framework ...................................................................................................... 6 3. Education and emergencies: state of play ...................................................................... 9 Global level ............................................................................................................. 9 3.1.1. Education as a development activity ................................................................ 9 3.1.2. Education in humanitarian settings ................................................................... 9 3.1.3. Research and global advocacy for the protection of education from attack .....10 3.1.4. The role of non-State armed groups ................................................................11 3.1.5. The role of the private sector ...........................................................................11 3.2 International Red Cross and Red Crescent Movement ...........................................11 3.2.1. National Red Cross and Red Crescent Societies .................................................12 3.2.2. International Federation of Red Cross and Red Crescent Societies ....................12 3.2.3. International Committee of the Red Cross ...........................................................13 3.2.4. The International Red Cross and Red Crescent Movement approach .....................13 4. Challenges and gaps .....................................................................................................14 4.1. Challenge 1: Resources and coverage ...............................................................14 4.2. Challenge 2: Security threats and access ...........................................................14 4.3. Challenge 3: Duration of education programmes ................................................14 4.4. Challenge 4: Lack of support for secondary and tertiary education .....................15 4.5. Challenge 5: Urbanization ...................................................................................15 4.6. Challenge 6: Dialogue with authorities (State and non-State) .............................15 4.7. Challenge 7: Politicization ...................................................................................15 5. The ICRC and the difference we make ..........................................................................16 Exclusive humanitarian mandate ............................................................................16 Access to the authorities and weapon bearers .......................................................16 Proximity to affected people and continuity of presence .........................................16 Humanitarian analysis and focus on conflict and violence ......................................16 Multidisciplinary approach ......................................................................................16 Building a community of interest .............................................................................17 6. Access to education: key axes of engagement ..............................................................17 Axis 1: Immediate and responsive action ...............................................................18 Axis 2: Remedial action and programming .............................................................19 Axis 3: Support for or direct provision of education .................................................20 1 Axis 4: Global positioning, environment-building and policy engagement ...............20 7. Risks, limits and possible mitigation ..............................................................................21 The humanitarian sector, education and extremism ...............................................21 Loss of neutrality and impartiality ...........................................................................22 Partnerships ...........................................................................................................22 Fostering not guaranteeing security .......................................................................23 Reaching out-of-school young people ....................................................................23 Programme duration...............................................................................................23 Reputation and perception issues ..........................................................................23 8. Criteria for action ...........................................................................................................24 2 1. Scope and definition The purpose of this document is to outline how and to what extent the International Committee of the Red Cross (ICRC) will engage in operations and policy in education. Our primary objective is to respond, reactively or preventively, to the disruption of the education sector in situations of conflict and violence by enabling safe access for children, teachers and families. We see education as a learning process that allows children and adults to acquire skills that allow them to develop socially and professionally. Education allows people to develop their resilience, ability to self-protect and to appreciate human values – all of which are life-long essentials. This applies not only to formal education, but also to non-formal education and informal learning.1 While this framework takes into account all types of education and learning, our priority lies in working with the formal education sector. That said, how we respond to education needs in armed conflict and violence is context specific. This includes meeting the specific education needs of individuals, be they staff or affected communities, to develop the skills they need to deliver humanitarian services. This framework has been developed to respond to the increasing needs of people affected by conflict and violence, and the needs of States and other humanitarian organizations to support efforts to ensure education is part of any humanitarian response. The framework’s primary focus is to enable access to education, whether it be formal or less formal. The framework is accompanied by a three-year strategy (2018–2020), which will be updated based on operational experience and analysis. We recognize the broad value of education for communities affected by conflict and violence and how it helps them to develop sustainable humanitarian solutions and coping mechanisms. It enshrines our commitment – working in partnership with the International Red Cross and Red Crescent Movement (the Movement) and other organizations – to provide a better future for affected communities. 2. Introduction Education as a humanitarian need Education constitutes a humanitarian need first and foremost because it is manifested as a key concern of children, parents and communities in humanitarian situations. A report by Save the Children, which analysed 16 studies reflecting the voices of 8,749 children, revealed that “99% of children in crisis situations see education as a priority”.2 The study also takes into 1 Formal education is institutionalized, intentional and planned through public organizations and recognized private bodies, while non-formal education is an addition, alternative and/or complement to formal education. Informal learning takes place on a daily basis through our interaction with our environment, outside formal learning settings. 2 See Save the Children, What do Children Want in Times of Emergency and Crisis?, June 2015, pp. 1 and 16, available at: http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-9bd0- df91d2eba74a%7D/WHAT_DO_CHILDREN_WANT1.PDF, all web addresses accessed March 2018. 3 account the voices of parents, caregivers and communities in various situations, which also reflect the understanding of education as a priority, alongside food, shelter and water.3 Access to and provision of education is also recognized as a humanitarian need because of its life-sustaining and protective role for children and young people in crises.4 Not only does education have a transformative impact on children, it also provides a safe learning environment. Children have the opportunity to learn how to contribute to the protection and well-being of their own communities, especially in the face of conflict and violence. Education provides a sense of normality, which is essential for children who have had traumatic experiences, live in unstable situations, such as protracted conflict, or have been displaced. Humanitarian action is not simply about helping people to survive, it is also about helping people to live with dignity. People facing conflict require both emergency assistance and humanitarian interventions that enable them to live with dignity in relative safety, and this includes people who are on the move as a result of conflict. Education is essential in providing communities with the necessary skills to develop resilience and coping mechanisms to sustain their lives and livelihoods.5 In development terms, education contributes significantly