{"id":95,"date":"2023-03-20T15:14:07","date_gmt":"2023-03-20T15:14:07","guid":{"rendered":"http:\/\/46.22.135.215\/?p=95"},"modified":"2025-11-11T15:11:16","modified_gmt":"2025-11-11T15:11:16","slug":"communication-from-the-commission-to-the-europeanparliament-and-the-council","status":"publish","type":"post","link":"https:\/\/peers.universityofgalway.ie\/hu\/2023\/03\/20\/communication-from-the-commission-to-the-europeanparliament-and-the-council\/","title":{"rendered":"Communication From The Commission To The European
Parliament And The Council"},"content":{"rendered":"

on Education in Emergencies and Protracted Crises<\/p>\n\n\n\n

Brussels, 18.5.2018
COM(2018) 304 final<\/p>\n\n\n\n

    \n
  1. A COMMITMENT TO SAFE, INCLUSIVE, AND QUALITY EDUCATION IN EMERGENCIES AND
    PROTRACTED CRISES IN EU EXTERNAL ACTION
    The 2030 Agenda for Sustainable Development, in particular its Goal 4,1
    recognises the
    importance of quality education and training as an essential foundation in addressing major
    global challenges. In 2016, this was recognised at the World Humanitarian Summit with the
    launch of the Education Cannot Wait Platform2
    to transform the delivery of education in
    emergencies and protracted crises.
    The right to education is recognised by the Charter of Fundamental Rights of the European
    Union3 which is addressed to the EU institutions as well as to the Member States when the
    latter implement EU law. It is essential for peaceful societal development4
    , economic growth
    and the realisation of individual potential. The Treaty on European Union expressly commits
    the EU to promote the protection of the rights of the child.5
    The right to quality and inclusive
    education, training and life-long learning is the first principle of the European Pillar of Social
    Rights.6 Children are assigned a special place in EU external action, anchored in children\u2019s
    rights7
    and affirming that \u201cprogress in the condition of children is essential if we are to
    prevent state fragility and ensure long-term sustainable development, social cohesion,
    stability and human security at national, regional and global levels\u201d.8
    Yet, the reality is that access to quality education is being denied to millions of children by
    increasingly protracted conflicts, forced displacement, violence, climate change and disasters.
    These are leaving uneducated, lost generations in their wake and are major root causes
    leading many to embark on perilous journeys to Europe9
    and other regions of the world,
    affecting their stability and development.
    Half of the world’s out-of-school children live in contexts affected by crisis and conflict and
    almost half of refugees of primary school age are out of school. This compels the EU to
    respond by using its range of instruments and approaches. The EU has significantly
    increased its support to education in emergencies and protracted crises worldwide in recent
    years, recognising that education is the most chronically underfunded sector in crises,
    accounting for less than 3 per cent of total global funding for humanitarian aid10. The EU has
    increased financing to education in emergencies and crises from 1 per cent of its
    humanitarian aid in 2015, to 8 per cent in 2018, with an aim to reach 10 per cent as of 2019.
    A large proportion of its 2014-2020 bilateral development assistance to education is allocated
    to fragile and crisis-affected countries. The EU is a leading donor to education in response to <\/li>\n\n\n\n
  2. the Syria regional crisis and is providing significant multilateral financing to global initiatives<\/li>\n\n\n\n
  3. addressing education needs in emergencies and crises.<\/li>\n\n\n\n
  4. mobilising global support for further action.<\/li>\n<\/ol>\n\n\n\n

    Current EU assistance to education in emergencies and protracted crises covers all levels of
    education, working with governments, United Nations agencies, non-governmental
    organisations, civil society, private sector actors, the Global Partnership for Education and
    other stakeholders. Bilateral support and policy dialogue with governments is accompanied
    by an array of initiatives to mitigate education disruption around the world, from the
    establishment of temporary learning spaces to the development of distance learning
    programmes for children who cannot reach school sites. For example, the EU has responded
    to the education needs of Syrian children at scale, using bilateral development financing,
    humanitarian aid, the EU Regional Trust Fund in Response to the Syrian Crisis and the
    Facility for Refugees in Turkey.
    In recent years, needs on the ground have grown significantly and new challenges have
    emerged. While the scale of needs is beyond its resources, the EU has a role to play by
    scaling up its responses, focusing on reaching those in greatest need of support12, and
    mobilising global support for further action.<\/p>\n\n\n\n