Since its establishment 20 years ago, the Inter-agency Network for Education in Emergencies (INEE) has grown from a small group of professionals working in a context where education in emergencies was hardly recognized, to a firmly established field involving a huge global network.
To recognize the achievements of the network on its 20th anniversary, INEE has just published a flagship report written in collaboration with the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge.
Alongside the many positive developments in relation to the ever-increasing visibility of education in emergencies, the report presents sobering findings on trends in humanitarian aid to education. INEE and its partners have highlighted the huge neglect of education in humanitarian responses. In doing so, their advocacy has been key to identifying the importance of viewing education as ‘life-saving’, alongside other sectors, such as food security, health care and shelter.
This is both in recognition of the premium that children, young people and parents place on education in emergency situations, as well as ensuring that education can provide a solid basis for post-conflict and disaster reconstruction, alongside initiatives from other sectors.
Between 2000 and 2020, the UN Office for the Coordination of Humanitarian Affairs (OCHA) launched a total of 598 appeals to assist populations affected by conflict, disaster, or a protracted crisis. Of these appeals, 502 included requests for education, with only 423 of these receiving funding.
As we identify in the report, the amount of funding available to education in humanitarian situations remains woefully below the amount needed.