“Her Turn”, a new report from UNHCR, the UN Refugee Agency, reveals that refugee girls at secondary level are only half as likely to enrol in school as their male peers, even though girls make up half of the school-age refugee population.
Access to education is a fundamental human right. Yet, for millions of women and girls among the world’s growing refugee population, education remains an aspiration, not a reality.
According to UNESCO, 264 million children and youth are still out of school around the world, and this is only accounting for the primary (61 million) and secondary school (203 million) age population. In particular, the poorest and most marginalised, including ethnic and religious minorities, persons with disabilities, girls, and populations experiencing conflict, are often systematically unable to access and complete a full cycle of quality education.
This youth report, based on findings and conclusions from the 2017/8 Global Education Monitoring report, asks how young people are involved in the process of accountability in education. As students, what are we responsible for in our education and how are we held accountable? How can we make sure other actors–like schools, universities and governments–are held accountable for their responsibilities?
In the present report, the Special Rapporteur reviews the role of equity and inclusion in strengthening the right to education, in particular in the context of achieving the Sustainable Development Goals. The Special Rapporteur concludes by calling for states to take significant, positive actions to tackle discrimination, inequity and exclusion in education to ensure that the Sustainable Development Goals are met.
This report tells the stories of some of the world’s 6.4 million refugee children and adolescents under UNHCR’s mandate who are of primary and secondary school-going age, between 5 and 17. In addition, it looks at the educational aspirations of refugee youth eager to continue learning after secondary education, and examines the conditions under which those who teach
refugees carry out their work.
This report assesses asylum seekers’ and refugees’ opportunities to access early childhood education and primary, secondary and tertiary education and training. It identifies measures available for their support, as well as possible areas for improvement.
من أصل ٥٧ مليون طفل لا يحصلون على التعليم عبر
العالم، يعيش أكثر من ثلثهم في أوضاع من النزاع والهشاشة.
ساهمت الأزمة المتصاعدة في سوريا جوهرياً في وضع هذه
النسبة السكانية خارج المدرسة، بوجود أكثر من نصف
الأطفال والمراهقين السوريين اللاجئين البالغ عددهم ١،٤
مليون خارج المدرسة.
مع أن التعليم في حالات الطوارىء ازداد كأولوية سياسة
في مهمات المنظمات الدولية، انخفضت الحصة الإجمالية
لمساعدات التنمية عبر البحار بصورة حادة في السنوات
الأخيرة، مع الإنخفاض المطرد للتمويل في الدول المتأثرة
بالنزاع. وفي هذا السياق، صار انخراط القطاع الخاص في