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Education Cannot Wait: Proposing a fund for education in emergencies

Published by: ODI


About

Built on extensive consultation and dialogue among a range of stakeholders, 'Education Cannot Wait' is an education crisis fund designed to transform the global education sector, including both humanitarian and development responses. Launching at the World Humanitarian Summit in May 2016, the platform aims to deliver a more collaborative, agile and rapid response to education in emergencies in order to fulfill the right to education for children and young people affected by crises. It is about both restoring hope to millions of children and demonstrating that the governments who signed the 2030 Sustainable Development Goal pledge intend to keep their promise. This publication outlines the potential operation of 'Education Cannot Wait'.

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General Information

SDGs Goal 4: Quality education Goal 16: Peace, justice and strong institutions
Published
2016
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Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Since 2000, there has been enormous progress in achieving the target of universal primary education. The total enrolment rate in developing regions reached 91 percent in 2015, and the worldwide number of children out of school has dropped by almost half.

There has also been a dramatic increase in literacy rates, and many more girls are in school than ever before. These are all remarkable successes.

Progress has also faced tough challenges in developing regions due to high levels of poverty, armed conflicts and other emergencies. In Western Asia and North Africa, ongoing armed conflict has seen an increase in the proportion of children out of school. This is a worrying trend.

While sub-Saharan Africa made the greatest progress in primary school enrolment among all developing regions – from 52 percent in 1990, up to 78 percent in 2012 – large disparities still remain. Children from the poorest households are four times more likely to be out of school than those of the richest households. Disparities between rural and urban areas also remain high.

Achieving inclusive and quality education for all reaffirms the belief that education is one of the most powerful and proven vehicles for sustainable development. This goal ensures that all girls and boys complete free primary and secondary schooling by 2030. It also aims to provide equal access to affordable vocational training, and to eliminate gender and wealth disparities with the aim of achieving universal access to a quality higher education.

Quality education is one of 17 Global Goals that make up the 2030 Agenda for Sustainable Development. An integrated approach is crucial for progress across the multiple goals.

[format] => full_html [safe_value] =>

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Since 2000, there has been enormous progress in achieving the target of universal primary education. The total enrolment rate in developing regions reached 91 percent in 2015, and the worldwide number of children out of school has dropped by almost half.

There has also been a dramatic increase in literacy rates, and many more girls are in school than ever before. These are all remarkable successes.

Progress has also faced tough challenges in developing regions due to high levels of poverty, armed conflicts and other emergencies. In Western Asia and North Africa, ongoing armed conflict has seen an increase in the proportion of children out of school. This is a worrying trend.

While sub-Saharan Africa made the greatest progress in primary school enrolment among all developing regions – from 52 percent in 1990, up to 78 percent in 2012 – large disparities still remain. Children from the poorest households are four times more likely to be out of school than those of the richest households. Disparities between rural and urban areas also remain high.

Achieving inclusive and quality education for all reaffirms the belief that education is one of the most powerful and proven vehicles for sustainable development. This goal ensures that all girls and boys complete free primary and secondary schooling by 2030. It also aims to provide equal access to affordable vocational training, and to eliminate gender and wealth disparities with the aim of achieving universal access to a quality higher education.

Quality education is one of 17 Global Goals that make up the 2030 Agenda for Sustainable Development. An integrated approach is crucial for progress across the multiple goals.

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 The SDG Fund response

By promoting digital education, in collaboration with the  ProFuturo project the SDG Fund is convening partnerships between UN Agencies, governments and the telecommunications industry to better use information technologies to advance SDG4. Affordable, reliable and context-sensitive digital education, can promote equal opportunities for girls and boys and reduce inequalities by ensuring every child has access to high quality content. Digital education technologies improves fundamental skills such as collaboration, problem solving and global awareness. It can easily connect boys and girls from different parts of the world with the possibility of sharing their content with peers living kilometres away. Equally important, learning technology can open future job opportunities.

Education is also central to the SDG Fund programmes to promote gender equality, improve nutrition and create livelihoods opportunities.

For example,

  • In Colombia, the SDG Fund is to improve integration of educational institutions in rural areas through trainings, workshops and a water-themed contest. Despite being designated as a UNESCO Biosphere Reserve, deforestation coupled with the emergence of illicit crops and deregulated agricultural borders of indigenous rural communities have deteriorated the mountainous region and put water resources under pressure. 
  • In Mozambique, an SDG Fund joint programme is improving youth access to quality professional training. Young women and men in remote areas are increasing their prospects to find decent job opportunities within the extractive industries that often hire people from other parts of the country or from abroad.
  • In Sri Lanka, school feeding policies have been revised and new guidelines have been produced to improve the food quality of school canteens.  Manuals, informative fliers and other technical material is being produced together with the Ministry of Education and the Ministry of Women and Child Affairs.
[format] => full_html [safe_value] =>

 The SDG Fund response

By promoting digital education, in collaboration with the  ProFuturo project the SDG Fund is convening partnerships between UN Agencies, governments and the telecommunications industry to better use information technologies to advance SDG4. Affordable, reliable and context-sensitive digital education, can promote equal opportunities for girls and boys and reduce inequalities by ensuring every child has access to high quality content. Digital education technologies improves fundamental skills such as collaboration, problem solving and global awareness. It can easily connect boys and girls from different parts of the world with the possibility of sharing their content with peers living kilometres away. Equally important, learning technology can open future job opportunities.

Education is also central to the SDG Fund programmes to promote gender equality, improve nutrition and create livelihoods opportunities.

For example,

  • In Colombia, the SDG Fund is to improve integration of educational institutions in rural areas through trainings, workshops and a water-themed contest. Despite being designated as a UNESCO Biosphere Reserve, deforestation coupled with the emergence of illicit crops and deregulated agricultural borders of indigenous rural communities have deteriorated the mountainous region and put water resources under pressure. 
  • In Mozambique, an SDG Fund joint programme is improving youth access to quality professional training. Young women and men in remote areas are increasing their prospects to find decent job opportunities within the extractive industries that often hire people from other parts of the country or from abroad.
  • In Sri Lanka, school feeding policies have been revised and new guidelines have been produced to improve the food quality of school canteens.  Manuals, informative fliers and other technical material is being produced together with the Ministry of Education and the Ministry of Women and Child Affairs.
) ) ) [field_targets] => Array ( [und] => Array ( [0] => Array ( [value] =>
  • By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes
  • By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education
  • By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
  • By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
  • By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
  • By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
  • By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
  • Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all
  • By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
  • By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states
[format] => full_html [safe_value] =>
  • By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes
  • By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education
  • By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
  • By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
  • By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
  • By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
  • By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
  • Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all
  • By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
  • By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states
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Promote just, peaceful and inclusive societies

Peace, stability, human rights and effective governance based on the rule of law are important conduits for sustainable development. We are living in a world that is increasingly divided. Some regions enjoy sustained levels of peace, security and prosperity while others fall into seemingly endless cycles of conflict and violence. This is by no means inevitable and must be addressed.

High levels of armed violence and insecurity have a destructive impact on a country’s development, affecting economic growth and often resulting in long standing grievances among communities that can last for generations. Sexual violence, crime, exploitation and torture are also prevalent where there is conflict or no rule of law, and countries must take measures to protect those who are most at risk.

The Sustainable Development Goals (SDGs) aim to significantly reduce all forms of violence, and work with governments and communities to find lasting solutions to conflict and insecurity. Strengthening the rule of law and promoting human rights is key to this process, as is reducing the flow of illicit arms and strengthening the participation of developing countries in the institutions of global governance.

Promoting peace and justice is one of 17 Global Goals that make up the 2030 Agenda for Sustainable Development. An integrated approach is crucial for progress across the multiple goals.

Learn more about the targets for Goal 16.

[format] => full_html [safe_value] =>

Promote just, peaceful and inclusive societies

Peace, stability, human rights and effective governance based on the rule of law are important conduits for sustainable development. We are living in a world that is increasingly divided. Some regions enjoy sustained levels of peace, security and prosperity while others fall into seemingly endless cycles of conflict and violence. This is by no means inevitable and must be addressed.

High levels of armed violence and insecurity have a destructive impact on a country’s development, affecting economic growth and often resulting in long standing grievances among communities that can last for generations. Sexual violence, crime, exploitation and torture are also prevalent where there is conflict or no rule of law, and countries must take measures to protect those who are most at risk.

The Sustainable Development Goals (SDGs) aim to significantly reduce all forms of violence, and work with governments and communities to find lasting solutions to conflict and insecurity. Strengthening the rule of law and promoting human rights is key to this process, as is reducing the flow of illicit arms and strengthening the participation of developing countries in the institutions of global governance.

Promoting peace and justice is one of 17 Global Goals that make up the 2030 Agenda for Sustainable Development. An integrated approach is crucial for progress across the multiple goals.

Learn more about the targets for Goal 16.

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The SDG Fund response

The 2030 Agenda requires a greater involvement among governments, civil society, private sector and international organizations to build more peaceful and inclusive just societies. Peace also brings new business opportunities by increasing stability, improving economic prospects and by building social and economic fabric in a community.

For example,

  • The armed conflict in Colombia has damaged production, institutions, food security, and social trust. Through the sustainable agricultural production of indigenous crops and their international commercialization, the SDG-F will create employment, better nutrition, and, most importantly, peace in Cauca - one of the zones most affected by the long lasting conflict.
  • In Sierra Leone, the SDG Fund is working for improved accountability and transparency in natural resource governance. This will contribute to promoting peace in the mining communities of the project and help to generate income that will be reinvested in the development of the communities.
[format] => full_html [safe_value] =>

The SDG Fund response

The 2030 Agenda requires a greater involvement among governments, civil society, private sector and international organizations to build more peaceful and inclusive just societies. Peace also brings new business opportunities by increasing stability, improving economic prospects and by building social and economic fabric in a community.

For example,

  • The armed conflict in Colombia has damaged production, institutions, food security, and social trust. Through the sustainable agricultural production of indigenous crops and their international commercialization, the SDG-F will create employment, better nutrition, and, most importantly, peace in Cauca - one of the zones most affected by the long lasting conflict.
  • In Sierra Leone, the SDG Fund is working for improved accountability and transparency in natural resource governance. This will contribute to promoting peace in the mining communities of the project and help to generate income that will be reinvested in the development of the communities.
) ) ) [field_targets] => Array ( [und] => Array ( [0] => Array ( [value] =>
  • Significantly reduce all forms of violence and related death rates everywhere
  • End abuse, exploitation, trafficking and all forms of violence against and torture of children
  • Promote the rule of law at the national and international levels and ensure equal access to justice for all
  • By 2030, significantly reduce illicit financial and arms flows, strengthen the recovery and return of stolen assets and combat all forms of organized crime
  • Substantially reduce corruption and bribery in all their forms
  • Develop effective, accountable and transparent institutions at all levels
  • Ensure responsive, inclusive, participatory and representative decision-making at all levels
  • Broaden and strengthen the participation of developing countries in the institutions of global governance
  • By 2030, provide legal identity for all, including birth registration
  • Ensure public access to information and protect fundamental freedoms, in accordance with national legislation and international agreements
  • Strengthen relevant national institutions, including through international cooperation, for building capacity at all levels, in particular in developing countries, to prevent violence and combat terrorism and crime
  • Promote and enforce non-discriminatory laws and policies for sustainable development
[format] => full_html [safe_value] =>
  • Significantly reduce all forms of violence and related death rates everywhere
  • End abuse, exploitation, trafficking and all forms of violence against and torture of children
  • Promote the rule of law at the national and international levels and ensure equal access to justice for all
  • By 2030, significantly reduce illicit financial and arms flows, strengthen the recovery and return of stolen assets and combat all forms of organized crime
  • Substantially reduce corruption and bribery in all their forms
  • Develop effective, accountable and transparent institutions at all levels
  • Ensure responsive, inclusive, participatory and representative decision-making at all levels
  • Broaden and strengthen the participation of developing countries in the institutions of global governance
  • By 2030, provide legal identity for all, including birth registration
  • Ensure public access to information and protect fundamental freedoms, in accordance with national legislation and international agreements
  • Strengthen relevant national institutions, including through international cooperation, for building capacity at all levels, in particular in developing countries, to prevent violence and combat terrorism and crime
  • Promote and enforce non-discriminatory laws and policies for sustainable development
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Launching at the World Humanitarian Summit in May 2016, the platform aims to deliver a more collaborative, agile and rapid response to education in emergencies in order to fulfill the right to education for children and young people affected by crises. It is about both restoring hope to millions of children and demonstrating that the governments who signed the 2030 Sustainable Development Goal pledge intend to keep their promise. This publication outlines the potential operation of 'Education Cannot Wait'. [format] => [safe_value] => Built on extensive consultation and dialogue among a range of stakeholders, 'Education Cannot Wait' is an education crisis fund designed to transform the global education sector, including both humanitarian and development responses. Launching at the World Humanitarian Summit in May 2016, the platform aims to deliver a more collaborative, agile and rapid response to education in emergencies in order to fulfill the right to education for children and young people affected by crises. It is about both restoring hope to millions of children and demonstrating that the governments who signed the 2030 Sustainable Development Goal pledge intend to keep their promise. This publication outlines the potential operation of 'Education Cannot Wait'. ) ) ) [field_year] => Array ( [und] => Array ( [0] => Array ( [value] => 2016-01-01 00:00:00 [timezone] => America/New_York [timezone_db] => America/New_York [date_type] => datetime ) ) ) [field_publication_keywords] => Array ( ) [field_publisher] => Array ( [und] => Array ( [0] => Array ( [value] => ODI [format] => [safe_value] => ODI ) ) ) [field_region] => Array ( ) [field_thumb] => Array ( [und] => Array ( [0] => Array ( [fid] => 1615 [uid] => 1 [filename] => 10497-1.jpg [uri] => public://10497-1.jpg [filemime] => image/jpeg [filesize] => 146627 [status] => 1 [timestamp] => 1485903567 [type] => image [field_file_image_alt_text] => Array ( ) [field_file_image_title_text] => Array ( ) [rdf_mapping] => Array ( ) [metadata] => Array ( [height] => 841 [width] => 595 ) [alt] => [title] => [height] => 841 [width] => 595 ) ) ) [field_featured] => Array ( ) [field_file_fr] => Array ( ) [field_file_ar] => Array ( ) [field_file_pt] => Array ( ) [field_file_es] => Array ( ) [field_external_link] => Array ( [und] => Array ( [0] => Array ( [value] => https://www.odi.org/sites/odi.org.uk/files/resource-documents/10497.pdf [format] => [safe_value] => https://www.odi.org/sites/odi.org.uk/files/resource-documents/10497.pdf ) ) ) [field_external_link_text] => Array ( [und] => Array ( [0] => Array ( [value] => External Link [format] => [safe_value] => External Link ) ) ) [rdf_mapping] => Array ( [rdftype] => Array ( [0] => sioc:Item [1] => foaf:Document ) [title] => Array ( [predicates] => Array ( [0] => dc:title ) ) [created] => Array ( [predicates] => Array ( [0] => dc:date [1] => dc:created ) [datatype] => xsd:dateTime [callback] => date_iso8601 ) [changed] => Array ( [predicates] => Array ( [0] => dc:modified ) [datatype] => xsd:dateTime [callback] => date_iso8601 ) [body] => Array ( [predicates] => Array ( [0] => content:encoded ) ) [uid] => Array ( [predicates] => Array ( [0] => sioc:has_creator ) [type] => rel ) [name] => Array ( [predicates] => Array ( [0] => foaf:name ) ) [comment_count] => Array ( [predicates] => Array ( [0] => sioc:num_replies ) [datatype] => xsd:integer ) [last_activity] => Array ( [predicates] => Array ( [0] => sioc:last_activity_date ) [datatype] => xsd:dateTime [callback] => date_iso8601 ) ) [name] => Library Manager 1 [picture] => 0 [data] => a:2:{s:7:"contact";i:0;s:7:"overlay";i:1;} [entity_view_prepared] => 1 ) [#items] => Array ( [0] => Array ( [value] => https://www.odi.org/sites/odi.org.uk/files/resource-documents/10497.pdf [format] => [safe_value] => https://www.odi.org/sites/odi.org.uk/files/resource-documents/10497.pdf ) ) [#formatter] => text_plain [0] => Array ( [#markup] => https://www.odi.org/sites/odi.org.uk/files/resource-documents/10497.pdf ) [#description] => Please enter the full URL, e.g. http://www.example.com [#printed] => 1 )