{"id":20751,"date":"2022-04-29T08:33:09","date_gmt":"2022-04-29T08:33:09","guid":{"rendered":"https:\/\/rcrcconference.org\/?p=20751"},"modified":"2025-10-21T07:15:27","modified_gmt":"2025-10-21T07:15:27","slug":"towards-a-complementary-movement-approach-to-education","status":"publish","type":"post","link":"https:\/\/rcrcconference.org\/es\/blog-es\/towards-a-complementary-movement-approach-to-education\/","title":{"rendered":"Towards a complementary Movement approach to education"},"content":{"rendered":"\n
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Charlotte Tocchio – IFRC <\/em><\/p>\n\n\n\n

Beatrijs Vanhove – ICRC<\/em><\/p>\n\n\n\n

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Education is not just\nabout learning how to read, write and count. It is also about bringing out the\nbest in a person so they can thrive and achieve their full potential. It is\nabout learning how to cope with crisis, how to be an active citizen and how to live\npeacefully together. It is about acquiring the skills needed to make sense of our\nexperiences and of the world around us, to make informed decisions, to act\nresponsibly and to lead a dignified and fulfilling life.<\/p>\n\n\n\n

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Ever since their\ncreation, National Societies, the IFRC and the ICRC have contributed to\neducating millions of people, so that they would not only know how to stay\nhealthy, safe and resilient in the face of adversity but also care for and help\nothers and strive for a better future.<\/p>\n\n\n\n

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In an emergency, education\nis one of the first public services to be disrupted. Half of the world\u2019s 258\nmillion children and young people who are not attending school live in places affected\nby armed conflict, disasters or other emergencies.[1]<\/a>\nCOVID\u201119 has shown how easily external factors can disrupt education and how\nchallenging it can be for authorities to ensure continuous, safe and equitable\naccess to education.<\/p>\n\n\n\n

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Despite all the\norganizations working to safeguard the right to education in emergencies, the\neducation needs of millions of people remain unmet. Access to education is\nespecially difficult for people living in informal settlements or hard-to-reach\nareas, for people whom the education system or society was already excluding or\nleaving behind, and for people who are highly vulnerable.<\/p>\n\n\n\n

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In 2017, the Movement committed\nitself to stepping up its support for education and to addressing this gap as a\nhumanitarian priority. In 2017, the Council of Delegates adopted its first-ever\nresolution on education, entitled \u201cEducation: Related humanitarian needs\u201d. Today,\nthe ICRC Access to Education Strategy 2021\u20132026 and the IFRC Strategic\nFramework on Education 2020\u20132030 inform and guide the education-related activities\nof the many Movement components engaged in this field.<\/p>\n\n\n\n

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Some in the Movement may see education as a\nbrand-new field of work, but Movement colleagues engaged in this sphere would maintain\nthat this is merely a new perspective on existing work or an \u201cadditional area\nof focus\u201d as acknowledged by the 2017 Council of Delegates. This is an\nimportant and welcome nuance, allowing the Movement to keep its statutory promise.\nEducational activities and education-related humanitarian responses have long\nbeen perceived solely as a contribution to the objectives of their related\nsectors such as health, water, sanitation and hygiene, disaster risk reduction,\nlivelihoods, protection or migration. It is only recently that these activities\nstarted to be recognized as the Movement\u2019s contribution to the education sector\nitself.<\/p>\n\n\n\n

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This shift in perspective presents\nopportunities.\nCross-referencing these activities or documenting their results as a response\nto education needs holds great potential for all Movement components to\nestablish new partnerships and mobilize untapped resources. Joining forces to collect\nand analyse data from an education standpoint will also allow them to build comprehensive\noverviews of needs and better inform future orientations, plans and specialized\nresponse efforts. Coordinating, complementing and intensifying each other\u2019s\nefforts will bring greater quality, impact and sustainability to the Movement\u2019s\nwork in education.<\/p>\n\n\n\n

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The idea of a Movement\napproach to education was born out of the observation that \u201cthe whole is\ngreater than the sum of its parts\u201d and that if we stand together as a Movement,\nwe could achieve more. The Movement approach to education seeks to ensure that people\ncan safely, continuously and equitably access education opportunities that are\nalways inclusive and of the best possible quality.<\/p>\n\n\n\n

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Since 2021, with the\nconverging interests, capacities and ambitions of National Societies, the IFRC\nand the ICRC, this approach has been conceptualized and tested in three pilot\ncountries: Armenia, Azerbaijan and Ukraine.<\/p>\n\n\n\n

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We hope that the\nexperience and lessons learned from these contexts, and shared in the\nforthcoming workshop, will confirm that it is time for the Movement to make its\noverall contribution to education visible, and for its components to join forces\nto adopt an overall, longer-term strategic vision and approach to their\neducation work. Doing so will help demonstrate the added value of the Movement as\nan educational actor, especially in emergencies, and from the perspective of\nthe National Societies\u2019 auxiliary role to public authorities in the humanitarian\nfield.
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[1]<\/a>  UNESCO\nInstitute for Statistics, New Methodology Shows that 258 Million Children,\nAdolescents and Youth Are Out of School<\/em>, Factsheet 56, September 2019: http:\/\/uis.unesco.org\/sites\/default\/files\/documents\/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdf<\/a>.<\/p>\n\n\n\n

Plan International UK, Left Out, Left\nBehind: Adolescent Girls\u2019 Secondary Education in Crises<\/em>, 2019, p. 30: https:\/\/www.planinternational.nl\/uploaded\/2019\/06\/Left-out-Left-behind-report.pdf?x65987<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

Education is a fundamental human right and an essential public service. It also plays an essential role in building safe, healthy, resilient, inclusive and caring societies. But education is easily disrupted during emergencies, and that calls for an effective humanitarian response. Under Resolution 6 of the 2017 Council of Delegates, the Movement committed itself to addressing education-related needs, especially those of people whose access to education is denied, limited or disrupted by such situations as armed conflict, disasters and other emergencies. A pilot project is looking at how Movement components can intensify their efforts and support each other\u2019s efforts in the field of education.<\/p>\n","protected":false},"author":441,"featured_media":20762,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1982],"tags":[],"keyword":[],"class_list":["post-20751","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-blog-es"],"acf":[],"_links":{"self":[{"href":"https:\/\/rcrcconference.org\/es\/wp-json\/wp\/v2\/posts\/20751"}],"collection":[{"href":"https:\/\/rcrcconference.org\/es\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/rcrcconference.org\/es\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/rcrcconference.org\/es\/wp-json\/wp\/v2\/users\/441"}],"replies":[{"embeddable":true,"href":"https:\/\/rcrcconference.org\/es\/wp-json\/wp\/v2\/comments?post=20751"}],"version-history":[{"count":2,"href":"https:\/\/rcrcconference.org\/es\/wp-json\/wp\/v2\/posts\/20751\/revisions"}],"predecessor-version":[{"id":20758,"href":"https:\/\/rcrcconference.org\/es\/wp-json\/wp\/v2\/posts\/20751\/revisions\/20758"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/rcrcconference.org\/es\/wp-json\/wp\/v2\/media\/20762"}],"wp:attachment":[{"href":"https:\/\/rcrcconference.org\/es\/wp-json\/wp\/v2\/media?parent=20751"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/rcrcconference.org\/es\/wp-json\/wp\/v2\/categories?post=20751"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/rcrcconference.org\/es\/wp-json\/wp\/v2\/tags?post=20751"},{"taxonomy":"keyword","embeddable":true,"href":"https:\/\/rcrcconference.org\/es\/wp-json\/wp\/v2\/keyword?post=20751"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}