Regional Meeting High Technical Meeting Education Cochabamba, Bolivia, July 2018

Transcription

1 Regional Meeting High Technical Meeting Education Cochabamba, Bolivia, July 2018

2 Content of the session: 1. Brief presentation of displacement trends and impact on access to education 2. Reflect about the links between sustainable development and refugee protection 3. Present the refugee protection framework 4. Share good practices on education and refugee protection 5. Provide recommendations for the achievement of the SDG 4

3 Background Established on 14 th December 1950 United Nations General Assembly Mandate: lead and coordinate the international response to protect refugees, as well as internally displaced (IDPs), returnees, and stateless people. Legal & Framework: Convention and Protocol Relating to the Status of Refugees, 1951/67; Convention Relating to the Status of Stateless persons 1954, Convention on the Reduction of Statelessness 1961;Cartagena Declaration 1984; Brazil Declaration and Plan of Action 2014; New York Declaration 2016; San Jose Statement 2016, San Pedro Sula Declaration 2017; Americas Region Comprehensive Protection and Solutions Strategy (MIRPS), 100 Points of Brazil Objectives: safeguard and promote the rights and well-being of refugees, IDPs, returnees and stateless people, and identify durable and comprehensive solutions for them with an age, gender and diversity approach. Resources: more than staff working in 133 countries, 5 regional bureaux, (Americas, Europe, Middle East & North Africa, Asia & Pacific, andafrica)

4 Global Displacement Trends % of them are children

5 People of Concern by Region

6 Education: Strategic Priority Only 1 in 2 refugee children are enrolled in primary school Only 1 in 4 attend secondary school, Approximately 1 % access higher education Refugee girls, LGBTI children and children with disabilities face greater challenges

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8 E2030- Sustainable Development Goal 4 ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Target: 4.7 By 2030, ensure that all learners acquire 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 nonviolence, global citizenship and appreciation of cultural diversity and of culture s contribution to sustainable development

9 Incheon Declaration & Framework for Action Overarching goals Inclusion and equity in and through education is the cornerstone of a transformative education agenda, and we therefore commit to addressing all forms of exclusion and marginalization, disparities and inequalities in access, participation and learning outcomes. No education target should be considered met unless met by all. We therefore commit to making the necessary changes in education policies and focusing our efforts on the most disadvantaged, especially those with disabilities, to ensure that no one is left behind.

10 Incheon Declaration & Framework for Action Education in emergency situations Internal and cross-border displacement, can leave entire generations traumatized, uneducated and unprepared to contribute to the social and economic recovery of their country or region. Education in emergency contexts is immediately protective, providing life-saving knowledge and skills and psychosocial support to those affected by crisis. Education also equips children, youth and adults for a sustainable future, with the skills to prevent disaster, conflict and disease.

11 The New York Declaration for Refugees & Migrants The Comprehensive Refugee Response Framework (CRRF): a new way of working Reaffirms importance to support inclusion of refugees in national systems Engages a wide array of stakeholders Embraces investment and innovation Initiates long-term planning for solutions

12 The global CRRF-Global Compact

13 Americas Region Comprehensive Protection and Solutions Strategy (MIRPS)

14 Brazil Declaration and Plan of Action 2014 Contribution of Latin America and the Caribbean countries to Global Compact for Refugees 100 points of Brasilia 2018 Access of refugees and displaced population to public services Inclusion of refugee children in national education systems Expansion of Sergio Vieira de Mello Chair facilitate access of refugees to tertiary education Building the capacity of teachers Safe learning environments Protection from sexual and genderbased violence, child recruitment, child labour and other forms of exploitation Links between Regional Safe Spaces and education Service providers

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16 Why Inclusion in National Systems? SDG 4- Agenda 2030 Access to accredited, supervised and accountable education services Access to higher levels of education Access to teaching and learning materials Access to quality assurance + sustainable investment in enhancement of national capacity for all children Opportunities for social cohesion

17 Good Practice Sudanese Refugees in Chad Initial Situation No repatriation in sight No access to qualified teacher training for refugee teachers Difficult and expensive access to materials Problematic access to examinations and higher education levels High and unsustainable cost

18 Good Practice Sudanese Refugees in Chad Curriculum Transition Participatory assessment and consultation of national authorities and stakeholders Workshop with stakeholders Professional teacher training for 167 refugee teacher Action Plan for a 2-year transition period

19 Key elements for curriculum transition Strong partnership early on- MoE Detailed Planning and Resource allocation Sensitization and Coordination with all Stakeholders, particularly the community

20 Good Practice Kenya Accelerated Education Programme National Non-Formal Education Curriculum of Kenya Condensed version of the formal primary school curriculum, 8 years in 4 year Multiple entry/multiple exit so learners can transition at the end of a completed level into formal education

21 Education in Emergencies in LAC

22 Exemption of validation fees in Brazil Exemption of fees for refugees on the validation of diplomas by public universities is guaranteed by Law in São Paulo SAO PAULO, Brazil On March 21 st, 2018, the Law nº was sanctioned by the Governor of the State of São Paulo, Geraldo Alckmin, which determines the exemption of fees for refugees living in the state on the validation of undergraduate, masters and doctorate degrees by public universities in São Paulo.

23 Children of Peace, Mexico and Guatemala: Education and Protection Recovering normalcy and improve well-being through education and recreational activities Raising the awareness on education and protection needs. Psychosocial support for children and their families Improving reception and shelter conditions Creating safe learning Spaces. Developing child s best interests procedures Ensuring access to accredited education (formal and alternative education) Building the capacity of teachers and protection personnel

24 Children of Peace: Central America

25 Recommendations 1. Implement projects on education and protection in emergencies and support inclusion in national education systems 2. Increase cooperation at global, regional and national levels on certification and equivalency of studies 3. Support the development of accelerated and other alternative and flexible education modalities for children, youth and adult on the move 4. Expand Safe Learning environments 5. Improve quality of education and learning achievements, including infrastructure, curriculum, equipment. 6. Improve data collection and analysis on education and child protection

26 Thanks For more info you can visit the following websites: cr-education-strategy html or contact: Ana Belén Anguita Arjona Senior Regional Protection Officer, Regional Legal Unit, Americas Bureau