Some also feared that, by bolstering our work on education, the ICRC would be venturing into a highly political terrain. With this as a backdrop, how can humanitarian action supporting education in these contexts make any meaningful impact? In protracted conflicts where we operate, children struggle to get an education mainly because education systems are severely and chronically under-resourced, both financially and technically. ICRC delegations in various contexts had already been supporting access to education, responding to a need and priority expressed by generations of communities affected by conflict and violence.ĭespite the clear demand, some feared that by strengthening its role around education, the ICRC might be encroaching on ‘development’ work, going beyond our traditional capacities and expertise. Education had by then been fully integrated into the global humanitarian response for over a decade. When the ICRC developed its first ever Framework on Access to Education in 2016-2017, many observers must have thought: “it’s about time”. Strong momentum and commitment have been built, without shying away from critical and legitimate questions and dilemmas around how neutral, impartial and independent actors can support education meaningfully and without jeopardizing humanitarian principles. The past three years have been an exciting and thought-provoking journey for the Red Cross and Red Crescent Movement on the question of education. This week, the ICRC and the IFRC held a side event on education at the 33 rd International Conference of the Red Cross and the Red Crescent, launching the pledge ‘Addressing education-related humanitarian needs‘.
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