Humanitarian agencies have been engaged in promoting refugee rights. For example, the UNHCR, UNICEF, and IOM are admonishing European governments to revamp education for refugee and migrant children, as they name some of the challenges faced by these children. These include inadequate school spaces, language barriers, inadequate teacher training, and limited access to psychosocial support.
In the educational landscape, a significant concern arises from the limited availability of catch-up classes for children who have experienced extended gaps in schooling or transitioned from different education systems. As a consequence, these youngsters often find themselves grappling with a lower level of learning attainment.
UN Agencies involved
During the 11 September 2019 meeting in Brussels and Geneva, the UN Refugee Agency, the United Nations Children’s Fund, and the International Organization for Migration, respectively the UNHCR, UNICEF, and IOM, outlined the educational barriers that non-European children experience.
Recent statistics revealed that the number of refugees and asylum-seeking migrant have declined. It is the same for children and adolescents who drop out of school had doubled geometrically compared to native Europeans.
The reports added that pre-primary children between 3 to 5 years old are particularly vulnerable to being out of school. This was the same with upper-secondary children of 15 years and older. This is mainly because the scope of national legislation on compulsory education differs.
Elaborating on pertinent recommendations, Pascale Moreau, UNHCR Director of the Bureau for Europe, stated, “For refugee children, education is not only vital for their futures but for the communities in which they live. Quality education boosts life chances, eases integration, and is a win-win for the student and society. Education for all is one of the best investments a government can make.”
UNICEF‘s comment
Emphasizing with conviction, Ms. Afshan Khan, UNICEF Regional Director for Europe and Central Asia and Special Coordinator for the Refugee and Migrant Response in Europe, proposed: “With political will and additional investments, Governments across Europe can build inclusive public-school systems, ensuring all children, regardless of their migration status have their right to an education protected, while building inclusive and successful communities.”
Comments from other agencies like the International Organization for Migration
Manfred Profazi, IOM Senior Regional Adviser for Europe and Central Asia, explained in detail some of the benefits of education for refugee children: “Eliminating gaps in refugee and migrant children’s education is critical to their development and well-being, and this can have a positive knock-on effect for society in general. Education also has the cohesive power to help refugee and migrant children and their families build links to the local communities and contribute. Investing in inclusive and quality education will help us to meet our responsibility to ensure that no generation is left behind.”
Recommendation
In line with these agencies, European nations and the international community should promulgate educational policies. They should have defined strategies to support schools for all children. This has to be in connection with other ministries like that of health.
This should include integrating young people into upper-secondary education and training programs. Finally, quality, standard, and harmonized data on these children should be gathered. This tool can inform policy development and allocation of resources. All other UN agencies need to be a part of this project.
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