A) Objectives of the pledge:
Education is one of the essential public services least resilient to external shocks and one of the first to be impacted and disrupted by situations (including armed conflicts, disasters and other emergencies) in which our Movement works. It remains insufficiently supported and considered within the global humanitarian response, leaving a critical and increasing gap – especially for the most vulnerable.
Nevertheless, education (including skills- and values-based (humanitarian) education) is fundamental to addressing systemic vulnerabilities; contributes to preventing and preparing for future crises; and plays a paramount role in safeguarding human dignity, strengthening community resilience, fortifying economic development and building peace. Ensuring access to education at all times also means children and youth have access to a much needed protected and safe space – especially in times of emergencies as it reduces their exposure to a number of risks, including child recruitment, child labor, child abuse and child marriage. A functioning school provides a sense of “normalcy” and stability that is essential to the mental health and psychosocial wellbeing of affected populations.
Given the significant and rising numbers of children and young people in need of education support, and the damaging humanitarian consequences of disruption, lack of access or poor quality educational services have, we are committed to scale up our efforts to address education-related humanitarian needs.
Recalling the 2015 pledges “Changing minds, saving lives and building resilience through values-based education for all” and “Strengthening the protection of education during armed conflict”, and welcoming the relevant provisions of the 33rd International Conference proposed resolution “Bringing IHL home: A road map for better national implementation of international humanitarian law”, we hereby pledge that in the years 2019-2023, we will promote, support and/or participate in multidisciplinary, complementary and coordinated approaches – through enhanced partnerships and collaboration in education – to further:
- ensure the safety of, and enable access to and continuity of education for, those affected by situations of armed conflicts, disasters and other emergencies;
- strengthen the resilience of the education sector 
- leverage the central role of education and schools in the lives of communities as an opportunity to promote humanitarian values, risk reduction including environmental aspects and sustainability, social inclusion and a culture of non-violence and peace, in accordance with the fundamental principles of the Movement.
 Of the estimated 462 million youth aged 3–18 living in countries affected by situations of armed conflict, disasters and other emergencies, 75 million do not have adequate education provision, and 37 million of those in an age to attend primary and lower secondary levels are out of school.
 i.e., enhance the ability of education systems and communities (incl. children and youth, parents, teachers and other education personnel, etc.) exposed to situations of armed conflicts, disasters and other emergencies as well as underlying vulnerabilities to anticipate, prepare for, reduce the impact of, cope with and recover from the effects of shocks and stresses without compromising their long-term prospects.
B) Action plan:
- Enhance the capacity of RCRC Movement components to assess education disruption caused by situations of armed conflict, disasters and other emergencies;
- intensify, support and/or participate in efforts to promote, implement, disseminate and foster compliance with the international humanitarian law provisions specifically addressing education and those protecting schools and other educational facilities as civilian objects, as well as efforts to strengthen the protection of civilians and civilian objects, and of children, youth, and educational facilities in particular (including, as appropriate, by supporting interested parties to implement the Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict);
- intensify, support and/or participate in efforts to ensure the continuity of education in contexts affected by armed conflicts, disasters and other emergencies (including, as appropriate, by supporting States to implement relevant commitments of the Safe Schools Declaration);
- promote, support and/or participate in efforts to strengthen adequate preparedness, response and recovery measures to disasters situations in the education sector (such as the Worldwide Initiative for Safe Schools and the Comprehensive School Safety Framework), including capacity-building and the provision of formal and non-formal educational initiatives for comprehensive disaster risk reduction, mitigation and management and support, as appropriate, to the authorities in strengthening relevant laws, policies and plans regarding school safety;
- promote, support and/or participate in efforts to further adopt inclusive and accountable approaches in the education sector, as appropriate, including with respect to infrastructure and to ensure that appropriate and equitable attention is paid, in the context of education, to people with specific needs, especially children, adolescents and young adults living with disabilities, in particular in situations of armed conflict, disasters and other emergencies;
- promote and/or support the provision of formal and non-formal educational initiatives (such as Project Humanity and (Youth as) Agents of Behavioural Change) that foster awareness, understanding and application of the humanitarian principles, including through nurturing their underpinning values and developing related skills which enable individuals to take action accordingly.
C) Indicators for measuring progress:
- Increase in the number of education-related partnerships and cooperation agreements between components of the International Red Cross and Red Crescent Movement and other relevant actors;
- Increase in the number of National Red Cross and Red Crescent Societies engaged in efforts (including programmatic response, advocacy, funding) to ensure the safety of, and enable access to and continuity of education for those affected by situations of armed conflicts, disasters and other emergencies;
- Increase in the number of actors (in particular of National Red Cross and Red Crescent Societies) engaged in efforts (including programmatic response, advocacy, funding) to strengthen the resilience of the education sector;
- Number of people trained on, and/or reached out to through the dissemination of, international humanitarian law (especially provisions related to education);
- Number of people trained on, and/or reached out to through, formal and non-formal educational initiatives for comprehensive risk reduction, mitigation and management;
- Number of people trained on, and/or reached out to through, formal and non-formal educational initiatives promoting humanitarian principles and values.
D) Resource implications: