International Day of Education

Thursday 23rd January 2025 Westminster Hall

13:30

[Bambos Charalambous (Southgate and Wood Green) (Lab)]

I beg to move,

That this House has considered the International Day of Education.

It is a pleasure to serve under your chairmanship, Sir Desmond.

Tomorrow, Friday 24 January, we mark the United Nations International Day of Education. As we do so, we will be reminded of the transformative power of education. It is the cornerstone upon which societies are built, economies are strengthened and individuals are empowered. Education is not merely a privilege; it is a fundamental human right. Article 28 of the UN convention on the rights of the child enshrines that right.

However, as we reflect on our global commitments, particularly sustainable development goal 4, which aims to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all, we must confront the stark reality that progress has been uneven and significant challenges remain if we are to reach SDG 4 targets. In considering the progress towards some of the SDG 4 targets, I will focus first on target 4.1:

“By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.”

Since the adoption of the 2030 agenda, strides have been made in expanding access to education, and enrolment rates in primary education have increased globally. According to the UNESCO Global Education Monitoring Report 2024, 110 million more children and youths have entered school since SDG 4 was adopted in 2015, and there is a growing recognition of the importance of quality education, with 40 million more young people completing secondary education today than in 2015.

However, those achievements mask deep disparities. According to UNESCO, approximately 251 million children and youths are still out of school worldwide, which means that since 2015 the out-of-school population has reduced by only 1%. Some 33% of out-of-school children and youths are from low-income countries, in contrast to only 3% from high-income countries, and over half of all out-of-school children and youths are in sub-Saharan Africa. We have also seen the terrible impact of the policies of the Taliban in Afghanistan, which have deprived girls of their right to education. Urgent action must be taken by the international community to ensure that these regional disparities are urgently addressed if we are to meet the SDG 4.1 target.

Crises such as conflicts, natural disasters and public health emergencies pose formidable barriers to education. In 2016, 75 million children did not have access to quality education due to forced displacement, humanitarian crises and climate change events. Nine years later, that figure has trebled to 224 million. Even children who do have access to school are not learning the basics, with over half those children—127 million—not meeting the minimum standards of literacy and numeracy.

There has been a regression in meeting both SDG 4.5, which is about eliminating all discrimination in education including for children in vulnerable education settings, and SDG 4.6, which is about ensuring all youths achieve a minimum standard of literacy and numeracy. That is deeply worrying, with UNICEF reporting that 70% of children in low and middle-income countries are unable to read a simple story by the age of 10.

The root cause of these crises, which disrupt education, needs to be tackled by the international community. UNICEF estimates that climate change alone disrupts the education of nearly 40 million children every year. In countries affected by emergencies, children lose access to safe drinking water, healthcare and food, alongside their education. Schools, which should be sanctuaries of learning, are often the targets of attacks. Between 2015 and 2019, attacks on education were reported in 93 countries. More recently, in Gaza ongoing conflicts have devastated educational infrastructure and left more than 1 million children in Gaza in dire need of educational support.

In Sudan, more than 17 million children are not in education, and schools are often used to house displaced children. In the eastern part of the Democratic Republic of the Congo, more than 1.3 million children are out of school because of an escalation of violence, and children also risk being killed, maimed, abducted, abandoned and recruited into armed groups. Closer to home, the impact of the war in Ukraine has also had a devastating effect on children’s education.

Organisations such as Education Cannot Wait have been instrumental in addressing those challenges. As the global fund dedicated to education in emergencies, Education Cannot Wait works to ensure that children in crisis settings receive uninterrupted education. Its multi-year resilience programme and emergency first responses have reached millions of children worldwide.

Adequate financing is pivotal to achieving SDG4, yet education often receives less than 3% of humanitarian aid. According to research by UNICEF, children-focused overseas development aid fell by 56% from 2016 to 2022; in the UK, it fell from 11% to a shocking 4% over the same period. The International Parliamentary Network for Education estimates that the annual financing gap for achieving SDG4 is £100 billion.

The funding gap is exacerbated by the debt burdens of low and middle-income countries; in some cases, the interest owed to private creditors is more than those countries’ entire education budgets. Christian Aid’s report “Between life and debt” found that 25 African countries spend more on repaying debt than they do on their education budgets, including in Kenya, Nigeria, Ethiopia, Zambia and Malawi. Unless there are international structural changes to tackle unsustainable debt, education in low-income countries will never get fixed, and that will hamper efforts to provide quality education, particularly in low-income countries and crisis-affected regions. Education is one of the most underfunded areas of humanitarian law, receiving only approximately 3% of international humanitarian funding. That is clearly not enough.

One of the central tenets of achieving SDG4 is teachers. There is a global shortage of teachers: the National Education Union estimates that roughly 44 million additional teachers will be required, 15 million of those in sub-Saharan Africa, to meet sustainable development goals for education. To achieve that ambition, we need a new global teacher strategy to train, recruit and retain qualified teachers in the global south.

In many low-income countries, there are huge pressures on teachers, including with regard to working conditions, class sizes and equipment. Teachers are also often the victims of attacks, and in some instances they are denied regular pay. The UN has recognised this as an important issue, especially in low-income countries with fragile economies. A key recommendation of the UN high-level panel on the teaching profession was the creation of a global fund for teachers’ salaries, so that children can continue to receive education during crises.

I have a number of questions for the Minister before I conclude. The first relates to international education aid. Will the Government bolster their financial contributions to global education initiatives and ensure that funds are directed towards the most marginalised and crisis-affected children? That would include supporting organisations such as Education Cannot Wait and UNICEF, which are on the frontlines of delivering education in emergencies. Breaking down barriers to opportunity was one of the Labour party’s key missions. Will the Minister confirm that as aid funding for education aligns with that mission, education will receive the priority it deserves?

I also want to ask the Minister about advocacy for safe schools. As I mentioned earlier, a significant factor in children’s not receiving education is conflict. Can the Minister advise me whether the Government will champion the protection of educational institutions in conflict zones? By supporting the safe schools declaration and advocating for the adherence to international humanitarian law, we can work towards ending attacks on education.

As I mentioned earlier, teachers are the backbone of education systems. Providing them with adequate training, resources and support, especially in emergency contexts, is crucial, as is ensuring they are paid for the work they do in very difficult circumstances. Do the Government support the creation of a global fund for teachers’ salaries to help pay for teachers in conflict areas?

Finally, on the promotion of inclusive education, children with disabilities are doubly disadvantaged in receiving education in crises. Can the Minister advise whether the Government will support programmes that target providing education for children with disabilities in crises?

[Alice Macdonald (Norwich North) (Lab/Co-op)]

I thank my hon. Friend for giving way and for securing this debate. It is a pleasure to serve under your chairmanship, Sir Desmond.

One of the key barriers for all children, particularly children with disabilities, is inadequate access to water and sanitation. Some 200 million children do not have a toilet at all in school, and that issue affects 50% of schools in sub-Saharan Africa. Does he agree it is also important to look at the other sustainable development goals, including SDG6 on water and sanitation, to ensure that efforts are joined up?

[Bambos Charalambous]

My hon. Friend makes an excellent point. SDG4 should not be seen in isolation. We need to target a number of SDG goals to make sure children receive the education they need. Water and sanitation is clearly one of the top ones that we need to target. I thank my hon. Friend for making such an excellent point.

I conclude by saying that education is a beacon of hope in the darkest of times. It is the key to breaking cycles of poverty, fostering peace and building resilient societies. As we mark the UN International Day of Education, let us reaffirm our commitment to ensuring that every child, regardless of their circumstances, has access to quality education. The challenges are immense, but with a collective will and concerted action, we can turn the tide. The UK has both the responsibility and the capacity to lead in this endeavour. Let us seize the moment to make a lasting difference in the lives of millions of children worldwide.

13:42

[Richard Foord (Honiton and Sidmouth) (LD)]

It is an honour to serve under your chairship, Sir Desmond. I am grateful to the hon. Member for Southgate and Wood Green (Bambos Charalambous) for securing this debate.

Education is what we think of when we want to invest in the future. So much of what we discuss in Parliament is about conflict, aid and the present, but education is investment in the future. As we mark the United Nations International Day of Education tomorrow, I want to highlight the case study of Sudan.

The United Nations has warned that over 19 million school-age children lack access to education in Sudan. To put that into context, we have about 14 million children in the UK, most of whom are receiving some sort of education and most of whom are in school. The 19 million who are not receiving education in Sudan makes this one of the worst education crises in the world. Schools there have been destroyed, teachers have fled and classrooms have become shelters for displaced families. According to UNICEF, 171 schools are now being used as emergency shelters.

The conflict has also brought on the awful concept of the child soldier, and child recruitment into armed groups is rife. An entire generation is growing up without education. The war in Sudan, like many other global conflicts, will have some lasting consequences. These ongoing attacks, some of which are on children, persist, as warring factions violate one of the most basic principles of the law of armed conflict: protecting children. With schools often targeted or repurposed, learning is being disrupted not just for those who are child soldiers or involved as combatants, but for others. The loss of education will have profound, long-term repercussions for those individuals, including reduced incomes, poorer health outcomes and limited opportunities. For the society of Sudan as a whole, it will lead to cycles of poverty and instability in the future.

According to the United Nations, the education crisis in Sudan is

“the worst education crisis in the world”.

When schools close, children become vulnerable to various risks, including exploitation, forced recruitment and abuse. The psychological toll leaves many children unable to resume their normal schooling, even when schools reopen. As of December 2024, over 14.8 million people have been displaced in Sudan—11.5 million of them internally displaced. This is the largest displacement crisis in the world, and over 53% of those displaced individuals are children. With school buildings converted into shelters, children have now gone 22 months without education. The educational facilities themselves have been attacked; they have been destroyed, looted or occupied. Children who once attended school every day are instead working in markets, polishing shoes and performing manual labour to survive. That forced separation from school, as well as from their fellow school pupils, is making it increasingly unlikely that they will return to school even when the conflict abates. The chance that these children who are exposed to violence go on later to perpetrate violence themselves is greater, and, even if they do not do that, they are more likely to underachieve or drop out.

I will focus on the work of a small charity because I want there to be a note of optimism in this otherwise pessimistic window on what is going on in Sudan. Windle Trust International has operated in Sudan since 1999. It provides educational opportunities for refugees and internally displaced people. Before the current war, the organisation ran eight schools in Khartoum and two for Ethiopian refugees. It supported 426 refugees from Chad, the Central African Republic, South Sudan, Eritrea, Ethiopia, Yemen, Somalia and Syria, and partnered with 42 universities to offer higher education scholarships. It provided 558 university scholarships, supported more than 68,000 girls to stay in school, and trained nearly 9,500 teachers.

The effect of the war on Windle Trust International is that it has had its offices in Khartoum looted, its staff scattered and its operational funding curtailed. This has caused the closure of programmes and the ending of staff contracts. None the less, it is still able to operate a presence in Blue Nile State, where a smaller field office supports Ethiopian refugees in a camp that hosts approximately 12,000 people, 58% of whom are of school age. Windle Trust International does receive some funding from the United Nations High Commissioner for Refugees, but that is barely enough to cover two schools, teachers’ salaries, uniforms, education materials and training, so it is a pretty dire circumstance for a small NGO operating in-country.

The Sudanese Government at federal and state levels can no longer adequately sustain their own education system. Teachers have gone unpaid for 22 months and reports indicate that 10,000 children have been recruited into armed groups. Education in conflict zones is their way out. Beyond imparting academic skills, schools can provide routine, security and hope. Where education is withheld, children suffer harm, lose future opportunities and lose the recovery prospects of their country as a whole. If Sudan fails to educate a generation of its children, its path towards development—and, ultimately, a growing economy—will become increasingly difficult.

I want to close by thinking about financial support for organisations operating in country, and education that is provided through what was the Department for International Development and is now the Foreign, Commonwealth and Development Office. We have had a cut in the development budget in the UK from 0.7% to 0.5% in the last few years, and that is currently being exacerbated by the use of official development assistance funding. The UK’s Independent Commission for Aid Impact, or ICAI, has oversight of that funding, and it has pointed to how £4 billion of it is being spent on asylum hotels, for example, when it could go so much further if it were spent in country on such things as education. The purchasing power that we would have by spending overseas as opposed to in the UK would be so much greater. Other countries do not do things this way; Sweden limits its in-donor refugee costs to a maximum of 8% of its aid budget, and Austria and Luxembourg declare no asylum costs as official development assistance. This is a choice that the UK Government are making right now.

In any comprehensive response to Sudan’s crisis, education must be prioritised as long-term development, not just the conflict aid we think of, such as food, shelter and healthcare. Small NGOs like Windle Trust International are doing their very best to facilitate that, but they could do so much more if the west—and the UK Government, for example—were to step up in support.

13:51

[Jim Shannon (Strangford) (DUP)]

I congratulate the hon. Member for Southgate and Wood Green (Bambos Charalambous) on setting the scene and giving hon. Members the chance to participate in this debate. It is a pleasure to serve under your chairship, Sir Desmond—I think this might be your first time chairing Westminster Hall, and if it is I wish you well for the future, but if it is not, I apologise for not being here whenever you were here before. I am not quite sure how that could have happened, but that is by the way.

It is a pleasure to speak about this massive issue. Education is the cornerstone of our society—a vital tool that empowers individuals and strengthens communities. As we mark International Day of Education, I wish to focus—it probably will not come as a surprise to hon. Members here—on the role of freedom of religion and belief, and the policies we have implemented in Northern Ireland. I will focus on what we do in Northern Ireland and how it affects education in other parts of the world; in my constituency of Strangford, it is basically all done through the mission societies, mission groups and churches. In Northern Ireland, we promote equitable access to education and foster community wellbeing globally, because we believe that is what we should be doing.

Education is not merely the transmission of knowledge; it is also, very much so—as the Minister and other Members will be aware—the foundation of human dignity and freedom, and it is therefore vital. All hon. Members’ contributions today will be excellent—I never doubt that. The hon. Member for Honiton and Sidmouth (Richard Foord) outlined some of the countries across the world where the problems are now, and I want to focus on them too, when I get the chance. Around the world we see how education serves as a cornerstone of development, fostering equality and creating opportunities for millions. That is the purpose of education.

As a grandfather, I am now watching my two youngest grandchildren—Freya, who is four, and Ezra, who is two and a half—learning in nursery classes, and seeing their thirst for knowledge. That is just at my house for about three days a week whenever I am home, but I see through them what others across the world would wish to achieve. That is why this is important.

In some regions, children are deprived of their right to education, simply because of their religious identity or beliefs. Denying education based on those grounds violates not just human rights, but the very principles of humanity and fairness. On this International Day of Education, we have an opportunity to reaffirm our commitment to ensuring that every child—irrespective of their religion, ethnicity or gender—has access to a quality education. Through this debate, we also champion freedom of religion or belief, standing against all forms of discrimination that threaten the right to learn—a very basic request, but a priority that we must all focus on.

In Northern Ireland, we are very proud of our charitable giving, which is the highest per capita in the whole United Kingdom—and I believe that, compared to the rest of the world, for a population of 1.9 million, it is probably the highest anywhere. It is deeply rooted in our Christian faith, reflecting our values of compassion and stewardship. The Bible is very clear: one tenth of our earnings should go to the Lord’s work. I am not better than anybody else—I never will be or try to be—but I try to adhere to that biblical rule, as many others do.

Much of our generosity is directed towards supporting children and young people in health and education, both locally and globally. Faith-based charities and local churches play an instrumental role in supporting feeding and educational programmes worldwide. These initiatives bring hope to some of the most vulnerable communities, offering not just education, but nourishment, safety and the promise of a better tomorrow.

The Eden church in my town has a mission. It goes to Swaziland, Zimbabwe and Malawi, and every year, the Swaziland choir comes over—every one of the children in that choir has, unfortunately, been affected by AIDS, which in most cases they contracted through their parents while in the womb. They have a most incredible talent for singing; I do not—whenever I sing the rain comes on—but whenever they sing, it transports me. That is one of the charities that the missions support: helping young children with AIDS, who, without these missions, would probably not have the hope of an education, health or a future at all.

Eden church is not the only one that does that—there are many more. I am very blessed in my constituency of Strangford to have many churches that are all committed to the very same thing. I understand they do work in Sudan, Congo, South Africa, and Nigeria, which I mention because I have had the chance to visit it.

Everyone has mentioned the international gaps filled by charitable giving, but I cannot help but mention the disparity—I will make this comment but it is not for Minister to respond to at all—between per capita funding for Northern Irish students and other UK students.

FORB—freedom of religion or belief—is the universal human right that guarantees individuals the freedom to have, adopt, change, or leave a religion or belief, as well as to manifest it without coercion. In other words, people can practise that freedom in the way that they so wish, whether they are a Christian, of another religion, or none at all; that is what I believe in. This freedom is closely intertwined with education. Children and young people must be free from discrimination based on their religion or belief, or that of their parents. Faith-based organisations often lead the way in advocating for those principles, ensuring access to education for marginalised and vulnerable communities worldwide.

When the hon. Member for Honiton and Sidmouth mentioned Sudan and Congo, he reminded me of Nigeria, where I was around two or three years ago—time goes so quick. I remember meeting some Christians from a north-east state of Nigeria who were displaced to the central plateau, and some Muslims who were displaced as well; education, even in those displaced camps, was still important. Who drove that? Governments were helping, but it was mostly the charitable groups, the NGOs and people outside of Government policy or strategy who were actually doing it. The volunteers were teaching at a rudimentary level, but it was an education and it was so vital.

I also think of whole schools of young girls in Nigeria who have been kidnapped by Boko Haram and Daesh, and some have never been freed. Unfortunately, as so often happens at an early age, they are abused by their captors and they end up with children as well. One such example is Leah Sharibu, who was kidnapped about seven years ago and never been returned to her parents. She is now a mother of two children, according to the information that has come out. Even now, when she is a lady and no longer a school pupil or teenager, we think of her in captivity, as we think of all those young girls who are eager to be reunited with their families.

The hon. Member for Honiton and Sidmouth was right to mention what is happening in Sudan, but unfortunately the same thing is happening in other parts of the world. I have been fortunate to visit Pakistan on two occasions, and I have seen the rudimentary housing in which Christians live. I always remember my first visit, when we saw two or three volunteer teachers teaching children of all ages, from four to 16, in one massive class, and they were all getting the education that was coming through. Again, education is so important to give children opportunity and chance, as well as hope, which is also important.

Pakistan sets aside 5% to 6% of jobs for Christians. However, for young Christians—I mention this because they were the people I was speaking to—those job opportunities can come only if they have the education to become a nurse, a doctor or a teacher and to move on. The last time we were there, we met the archbishop of the Roman Catholic Church in Pakistan, who outlined what they were doing with their schoolchildren to give them opportunities. Personally, it gave me heart to hear what was happening, but there are many people who fall outside that.

Again, education is so important, and we need to do a whole lot to make it happen. It is about opportunity, equality, human rights and somebody having the same chance to go for a job as somebody else who just happens to be a Muslim or a Hindu. Religion is not important; it is about a person’s ability to do the job, so the opportunities should be there for them.

Research consistently shows that high-quality early education has long-term benefits, particularly for children from disadvantaged backgrounds. Expanding access to early education programmes and ensuring that they are adequately funded should be a priority. As the Minister knows, I am incredibly pleased to see her in her place. She very ably grasps our requests and does her darndest to ensure that our questions are answered, so I look forward to what she has to say. I also look forward to the contribution from the shadow Minister, the right hon. Member for Aldridge-Brownhills (Wendy Morton). We have fought many debates together, and we have been on the same side many times. We will be on the same side today as well, and I look forward to her contribution. By making early education a priority, we not only support individual children but strengthen families and communities, creating a ripple effect of opportunity and hope, which is so important. We do that at home, and we must also do it abroad.

I have an example from back home of what we try to do in education—it is from my constituency, rather than being a global issue, but it is still part of education. One of the most effective residents’ associations in my constituency of Strangford is the Scrabo Residents’ Association, which runs projects that build confidence among young men. In Northern Ireland we have a large number of people, including young Protestant males, who have not achieved the educational standards to get them a job or an opportunity or to give them hope. The Scrabo Residents’ Association understands their potential and breaks their cycles of unemployment, and the success stories include young people who did not do well in education going on to drive heavy goods vehicles and to work in factories and farming. Their pride in their achievements is inspiring and demonstrates the value of grassroots initiatives. That is replicated by the church groups across my constituency of Strangford, and particularly in Newtownards.

Things such as the Engage programme, the nurture units and community-led projects could be used by church groups, missions, NGOs, and those who have a particular interest and passion for what happens in Africa and across the world. I think of those missionary groups that are committed to the provision of life education—that is just one example. They educate children at primary school level and the whole way through, and get those children to the point where they can have jobs—that is where we need to be. Global education today will lead to jobs tomorrow. The ambitions of young people, such as those in that Swaziland choir, to be teachers, doctors or nurses, or to have their own businesses, start with education.

Taking a step back, we should be amazed by what education does and can do for the future. Education is not just a pathway to personal achievement; it is a collective endeavour that shapes our society and future. By emphasising the role of faith, upholding freedom of religious belief and ensuring equitable policies, we can build a world where every child, regardless of their circumstances, has the opportunity to thrive. That is worth fighting for.

14:06

[Monica Harding (Esher and Walton) (LD)]

It is a pleasure to serve under your chairmanship, Sir Desmond. I thank the hon. Member for Southgate and Wood Green (Bambos Charalambous) for securing today’s debate. As he pointed out, quality education is not just an important sustainable development goal, but an integral part of the achievement of all SDGs. It enhances individual productivity, fosters economic growth, builds resilient communities in fragile states, develops skills for quality work opportunities, challenges harmful discrimin-atory values, and promotes peace, the rule of law and respect for human rights.

Every child has a right to a quality education, no matter who they are or where they live, yet more than 250 million children worldwide are out of school, and marginalised groups such as girls, children with disabilities and those from remote or conflict areas bear the brunt of that exclusion. For example, in Afghanistan, the Taliban has created the world’s most egregious women’s rights crisis, with restrictions impacting access to secondary school and higher education for 1 million girls and women.

The provision of inclusive, equitable education is fragile in many more states than I have time to mention. Nigeria accounts for 20% of all out-of-school children in sub-Saharan Africa, and it would take Pakistan at least 50 years at the existing rate to enrol all girls in school. A September report from the United Nations Relief and Works Agency suggests that children’s and young people’s education in Gaza will be set back by five years, risking a lost generation of permanently traumatised Palestinian youth. With a ceasefire now in place, it is vital that the UK Government scale up the spending on education in their humanitarian response. Satellite images verify that more that 90% of schools in Gaza have been damaged and that no universities are still in place.

As my hon. Friend the Member for Honiton and Sidmouth (Richard Foord) pointed out, the lack of education in conflict and post-conflict zones puts children at further risk. These are traumatised children. Our own experience here in the UK during the pandemic showed that a school fulfils so much more than an academic responsibility; it is the frontline for a child’s wellbeing and development.

The UK has been proud to stand as one of the largest donors to global education, and has consistently advocated for the transformative impact of education, but UK funding for global education has steadily declined over the past decade—from 13.5% of bilateral official development assistance in 2013 to just 3.5% in 2023. Of course, that is in part a result of the ODA budget being cut from 0.7% to 0.5% of gross national income, but education has faced much sharper cuts than other sectors, decreasing by 40%, compared with an average 25% decrease in other sectors. Can the Minister outline what steps the Department intends to take to remedy this disproportionate budget cut to global education in the next financial year? I note that the Government have commissioned three reviews of their international development policy, so I would be grateful to hear from the Minister when those will be published and what commitments will be made on education, including girls’ education, for the upcoming financial year.

As we commemorate the International Day of Education, let us be reminded that by investing in inclusive and equitable quality education, we are not only fulfilling a fundamental human right, but paving the way for a more prosperous, just and sustainable future for us all.

14:10

[James MacCleary (Lewes) (LD)]

It is a pleasure to serve under your chairmanship, Sir Desmond. I echo others in thanking the hon. Member for Southgate and Wood Green (Bambos Charalambous) for securing this valuable debate.

Tomorrow, on the United Nations International Day of Education, we must turn our attention to a fundamental truth: education is the foundation of opportunity, equality and progress. This year’s theme could not be more relevant as we grapple with the rapid changes reshaping our world. Sustainable development goal 4 is a bold commitment to deliver quality education for all, yet with just five years left until 2030, we are worryingly off-track. Across the globe, nearly half of primary schools cannot cater for children with disabilities, and more than 20% lack basic sanitation for girls. Those are stark reminders that millions of young people are being denied their right to learn.

Conflict has only made matters worse. In Ukraine, more than 7,000 schools are out of action, and millions of children have seen their education upended. And it is not just Ukraine: as my hon. Friend the Member for Honiton and Sidmouth (Richard Foord) said, Sudan has suffered greatly, as have other places, including Syria and Gaza. Education is often a casualty of war, and the future of too many children hangs in the balance.

Closer to home, although there have been some improvements in the global rankings, our own education system faces significant challenges. Teacher shortages, overstretched special educational needs and disabilities funding, and falling programme for international student assessment scores paint a picture of a system that is struggling to meet the needs of today’s pupils.

Meanwhile, on the international stage, the UK Government’s decision to slash bilateral aid for education from £757 million in 2017 to just £336 million last year is deeply shameful. I look forward to hearing the Minister’s comments on what the Government aim to do to address those massive cutbacks, which have affected global education so much.

Education is not just about classrooms and textbooks; it is also a catalyst for progress, prosperity and peace. For the Liberal Democrats, that is non-negotiable. We would reverse the aid cuts, commit 15% of our development budget to education and prioritise support for women and girls. We would also create a UK sustainable development goal tsar to ensure real accountability for delivering SDG4 at home and abroad. Let us not forget that education transforms lives. It is the great leveller, opening doors to opportunity and hope. As we mark the International Day of Education, let us commit to ensuring that every child, wherever they are, has the chance to learn and thrive.

14:13

[Wendy Morton (Aldridge-Brownhills) (Con)]

It is an absolute pleasure to serve under your chairmanship, Sir Desmond. I congratulate the hon. Member for Southgate and Wood Green (Bambos Charalambous), the chair of the all-party parliamentary group on global education, on securing the debate. I am grateful to Members for their contributions, and I have to single out the hon. Member for Strangford (Jim Shannon), who, as always, demonstrated his vast knowledge and understanding of international development matters.

As we mark the UN International Day of Education, I am reminded of the inextricable link between education and international development. We see that reflected in UN sustainable development goal 4, and the work the Conservative Government did to expand access to education, particularly for women and girls worldwide. Remarkable progress has been made, but we must remember the challenges we face around the world. There is of course much more to do, but we are clear that education is one of the best investments we can make.

Since 2015, we have supported 19.8 million children, including more than 10 million girls, to gain a decent education. We know that girls’ education, alongside all its intrinsic benefits, leads to safer and more prosperous societies, more effective peacebuilding, gender equality and greater resilience against climate change. In 2023, we launched the international women and girls strategy, which set the approach for the rest of the decade by placing women and girls at the heart of the work of the Foreign, Commonwealth and Development Office.

To be clear, we do not value boys’ education any less highly; on the contrary, only by involving boys and men can we address harmful gender stereotypes and break down the barriers that often hold women and girls back. I have asked the Government before about their plans to build on our work on the international women and girls strategy. I would appreciate a clear reassurance from the Minister that she has no plans to tinker with it, and that she will simply get on with what we started rather than risk the hard-won progress that has been achieved.

As the Minister knows, making progress in education is possible only if we work with the right partners, and that is why in government we were the top bilateral donors to the multilateral education funds: the Global Partnership for Education and Education Cannot Wait. Together, they reach more than 80 countries, including in the most conflict-affected areas. GPE reports that it has reached 253 million children in partner countries since 2022; and as the Minister said recently, ECW, the global fund for education in emergencies, recruited or financially supported 23,449 teachers in 2022-23 alone. What are the her plans for supporting global education funds such as GPE and ECW, and what representations is she making to the Treasury ahead of the spending review?

Education was embedded in our international development work in government. That was reflected in the three Es of the international women and girls strategy:

“Educating girls, Empowering women and girls and championing their health and rights and Ending gender-based violence.”

Those priority themes represent the areas where the challenges are most acute but the potential gains are greatest, and where the UK is best placed to add value and catalyse progress.

Like the international women and girls strategy, our 2023 international development White Paper is a road map to 2030. In the White Paper, we identified UK higher education and research as important partners in delivering development. Through direct research, international education, student links and scholarships, our education, science and research institutions are part of how the UK builds capacity with development partners.

Both of the first malaria vaccines to be recommended by the World Health Organisation drew on UK science and health expertise. Yesterday—22 January—marked exactly one year since the roll-out of the first malaria vaccine, which has now reached children in over 17 countries. The first, Mosquirix, was developed by GSK, a British company, and the second, R21, at the Jenner Institute at Oxford University. Given that impactful legacy from our time in Government, I ask the Minister how she plans to build on our support for the education and research sectors. I am sure she understands that continuing to leverage home-grown excellence will be crucial in achieving our development objectives.

I will turn to the development review. I know the Minister has received extensive evidence from Baroness Shafik, who has now submitted that independent review to her and the Foreign Secretary. I understand that they are currently considering the findings, and we eagerly await their plan to publish them. I give the Minister the opportunity in this debate to commit to engaging with Members on both sides of the House and to publishing the findings in full. I also invite her to share with us whether the review has considered education, as she will recognise the interest that hon. Members rightly have in that area.

Before I conclude, I will touch on two deeply concerning contexts. First, in Afghanistan, an estimated 3.7 million children are out of school, 60% of whom are girls. The Taliban blocked women and girls from pursuing secondary and higher education over the age of 12, and recently suspended access to medical education following the closure of many other educational routes. Will the Minister update us on the bilateral and multilateral discussions she is having to mobilise action on women and girls’ education in Afghanistan?

Secondly, I will mention Myanmar, because we are concerned that 4 million children are currently out of school due to the humanitarian situation. I understand that the Government are taking a highly localised approach to aid delivery in Myanmar, and I appreciate that the Minister will not necessarily be able to speak in detail about local partners in order to protect their safety. However, I would be grateful if she could update us on some of the work that she is doing to help with access to education in Myanmar.

Quality education is an integral part of international development, and, as we mark the UN International Day of Education, let us celebrate our successes while remaining vigilant towards the challenges that we face today. The UK has a key role to play in working with partners and leveraging home-grown expertise to support education worldwide alongside our other international development objectives.

14:20

[The Minister for Development (Anneliese Dodds)]

It is a real pleasure to speak in this debate with you in the Chair, Sir Desmond. I am grateful to my hon. Friend the Member for Southgate and Wood Green (Bambos Charalambous) for securing this important debate on the eve of the UN International Day of Education. I am grateful to all hon. Members for the important points that they have raised during our relatively short debate. We have heard some illuminating speeches and I will do my best to respond to the many important points raised.

As many hon. Members have said, although there have been many improvements, such as in the absolute number of children able to access education, we know that education overall is in crisis. Globally, 250 million children and counting are not in school. As we have heard, poverty, gender, disability and lack of schools or teachers, particularly trained teachers, all play a part in that.

The climate crisis and conflict are now disrupting the education of more than 220 million children and counting every single year. Last year alone, extreme weather events meant that children in low-income countries missed out on 18 days of school. As I discussed with some young people in South Sudan, the children who are flooded out of their schools during the rainy season are the same children who are not able to learn because it is too hot during the dry season. That means that in many of those countries, some children are missing up to a whole month of school. Millions of the children who are in school are not learning effectively, including the 70% of children in school in low and middle-income countries who are still unable to read a basic text by the age of 10.

Young women and girls are disproportionately affected by all that, so I am grateful to the Opposition spokesperson, the right hon. Member for Aldridge-Brownhills (Wendy Morton), for raising the situation for women and girls, as she has done frequently. That particularly applies when it comes to access to higher and further education. If we look at sub-Saharan Africa, for example, only 7% of eligible women are enrolled in universities and colleges, compared with the global average of 42%. I am pleased that the right hon. Lady also mentioned the role of the UK’s higher education sector in this context, because it is incredibly important to bring in that expertise. We are seeking to build that; I recently met Baroness Smith and other experts to talk about the UK’s international education efforts.

When we consider that every additional year of learning provides a 10% increase in later earnings annually, it is clear that education has a key role to play in tackling poverty and supporting resilient, long-term growth. The hon. Member for Esher and Walton (Monica Harding) ably set out how important education is not just economically, but for so many other things, such as stability, security, healthcare and other outcomes that we need to see. She has considerable expertise in this area, given her previous roles with the British Council. However, we know that the financing gap for education in low and middle-income countries is an estimated $97 billion every year. More than 60% of that gap is finance that would be provided by the Governments of those countries.

When we look at the overall contribution of official development assistance to education, we see that it makes up 3% of education budgets. As was mentioned rightly by my hon. Friend the Member for Southgate and Wood Green, who is really passionate about this issue, some 3.3 billion people are now living in countries that are spending more on servicing their debt than they are on the health or education that would underpin long-term, resilient and inclusive growth. All of that comes at a time when populations are on the rise in sub-Saharan Africa.

In short, we need the kind of massive global effort that many Members have said is necessary during this debate, to ensure that people are provided with a quality education. Over the last six months, I have been making the case for action around the world, from South Sudan to the General Assembly of the United Nations in New York, and at the World Bank in Washington and the COP29 climate summit in Baku. I also met the young people from across our country who have been championing global education in schools when they came to Parliament —perhaps other Members also met them; they were incredibly powerful advocates.

The UK is determined to work in genuine partnership with like-minded donors, multilateral organisations and countries and communities across the global south, so that we address the global learning crisis effectively and efficiently. Consequently, today I will highlight four areas that correspond to points raised by hon. Members.

First, we are making foundational learning for all a priority. That means using the best available evidence to support reforms and helping Governments to provide all children with the building blocks for their future. That work uses UK expertise to focus on foundational mathematics, and I saw how it made a huge difference when I was in Malawi. It involved moving away from rote learning, which often does not teach children the skills they need. Such work is important not just for numeracy, which I mentioned, and literacy; it is also important for the development of social and emotional skills, so that we can prepare children and young people to navigate a rapidly changing world.

Of course, we also need to target the most marginalised groups, including those living in poverty or conflict, refugees, those caught up in crisis, and girls; we seek to do that. The Opposition spokesperson, the right hon. Member for Aldridge-Brownhills, mentioned the international women and girls strategy. She will know that where the previous Government aimed to make sensible reforms, my approach and the Government’s approach is not to put those plans in a drawer and not enact them. We are determined to make progress speedily. Of course, we must ensure that the strategy is up to date. However, we will not say that the main tenets of those reforms—especially those around education for girls, which we have been discussing—should not be held to in the future. We really want to enact those reforms—it is the key thing for us—and to embed long-term progress.

My hon. Friend the Member for Southgate and Wood Green rightly mentioned disabled children, and Myanmar was equally rightly mentioned by the Opposition spokes-person. This morning, I met—virtually, obviously—some education specialists based in Myanmar. As the Opposition spokesperson rightly said earlier, given the regime in Myanmar and how it operates, I cannot go into a huge amount of detail about exactly which organisations are involved. However, I am really proud of the fact that the UK is working directly with local communities and local experts, so that children, including disabled children and children who have had limbs amputated because of landmines or because other problems have befallen them, can access education. That is really a case where, as my hon. Friend said, education is not just a privilege but a right for children, including disabled children.

I should also inform the Chamber that in October, we announced that the UK will launch a global taskforce to tackle sexual and physical violence, and psychological harm, in and around schools. Horrific abuse, both within schools and outside them, devastates lives, and it accounts for about 5% of school drop-outs and lower attainment worldwide. My hon. Friend the Member for Southgate and Wood Green rightly raised that issue. We have to make sure that schools are safe. We are determined to advocate for that, which is in line with the fact that the UK is of course a signatory to the safe schools declaration. I am grateful to the previous Government for signing up to that declaration; it was right that they did so.

Of course, safety also has to be provided when it comes to freedom of religion and belief. I was grateful to the hon. Member for Strangford (Jim Shannon) for raising that issue, which he always champions, and I thank him for his kind words. It is absolutely right, as he said, that education provides dignity, and that a lack of literacy, numeracy and other skills disempowers people and prevents them from being able to make the choices that they might need to make for themselves and their families.

The hon. Gentleman also talked about the schoolgirls abducted in Nigeria. I have talked to schoolgirls in Zambia and I remember that they get up at 5.30 am to clean the place where they live. They were young—some as young as 13—but they do all the cooking for the household. They get ready to learn and they learn all day. They are thirsty to learn; they are determined to learn. We must always ensure that they have the safety that is surely their right, wherever they are in the world.

Secondly, we are scaling up finance for education around the world and seeking to make it smarter. We are sharing our trusted research and evidence to encourage philanthropic organisations to collaborate more and maximise our impact. We are pivoting away from funding education directly and towards helping Governments improve the way they support the sector for the long term, particularly with partners across the global south.

We are making the most of UK expertise and our diplomatic reach to champion innovative new ways to mobilise finance. The UK plays an important role in developing the international finance facility for education, which provides a sevenfold return on investment—it really is an incredible instrument and provides exactly the kind of multiplying effect we need to have on the funding available. We are now calling on others to join us in backing it. Together, we can unlock $1 billion in additional affordable finance for lower and middle-income countries’ Governments. Thirdly, we are determined to ensure that more children are safe and able to learn; that includes those, mentioned by many hon. Members, who live through conflict and in communities affected by the climate and nature crisis.

As Members have also mentioned, even with the welcome ceasefire between Israel and Hamas, the impacts of that conflict remain devastating for education. In Gaza, 95% of schools have been damaged or destroyed. So in addition to our funding for the UNRWA core budget, the UK is contributing £2 million to Education Cannot Wait and £5.6 million to the Global Partnership for Education, to improve access to education for hundreds of thousands of children across Gaza and the west bank as they start to rebuild. I was pleased that the hon. Member for Esher and Walton and many others mentioned that.

The case of Afghanistan was also rightly mentioned. Appalling measures have been adopted by the Taliban—particularly in relation to girls’ secondary education, but also medical education and so many other areas in that country where women and girls are seeing their rights systematically stripped away. The UK Government are determined to play our part. To support girls in Afghanistan, we are ensuring that at least 50% of our education funding is going to support their education; we are determined to ensure that. We are also advocating more generally for girls and women in Afghanistan. I was recently pleased to announce in this Chamber that the UK is now one of the countries that is politically supporting the case when it comes to Afghanistan on the basis of the convention on the elimination of all forms of discrimination against women.

In November, we announced £14 million for education programmes in Sudan and for Sudanese refugees, where, as has been mentioned, 17 million children have had no access to education since April 2023. I was grateful for the words of the hon. Member for Honiton and Sidmouth (Richard Foord) in that regard. In some areas 90% of children are now out of formal schooling in Sudan. The hon. Member, like the Government, has been determined to not just raise the profile of that appalling conflict, which is the worst displacement crisis in the world, but also to advocate for measures that will directly support Sudanese people; he knows that we have doubled the UK’s support to Sudan and to Sudanese people who have been displaced. We are using every avenue to push for an end to the hostilities and to ensure that international humanitarian law is upheld. Like him, I pay tribute to organisations such as the Windle Trust that are so critical for the education of children in Sudan. I am very proud that it is based in my constituency. It really does impress me that an organisation based in Oxford is having such an impact all around the world.

The role of faith-based organisations was rightly mentioned by the hon. Member for Strangford, because they so often have a huge impact for communities all around the world. I thank him for mentioning that. The use of schools as shelters, which was mentioned in relation to Sudan, was also a problem in Lebanon when there was the crisis there. The UK was determined to ensure that we were playing our part for the children no longer able to go to the schools being used as shelters, and that they would get the emergency education that they needed.

A number of Members raised the issue of funding, including my hon. Friend the Member for Southgate and Wood Green, who asked about overall funding. I confirm that, as well as supporting Education Cannot Wait and the Global Partnership for Education, we have a number of bilateral programmes that focus on promoting learning. We are currently the top bilateral donor to the Global Partnership for Education, and the second largest bilateral donor to Education Cannot Wait. I had the privilege of being at Education Cannot Wait’s annual general meeting. Gordon Brown, the former Prime Minister, is a strong advocate for the organisation and is achieving incredible things with it. We are in the middle of a spending review process and we will, of course, bear in mind hon. Members’ powerful comments about the importance of education as we develop our allocations and decisions for that spending review, both for the immediate future and the longer term. We will update the House on that as soon as is practicably possible.

There are three reviews at the Foreign, Commonwealth and Development Office, one of which, being undertaken by Baroness Minouche Shafik, is specifically focused on development capability and capacity in the FCDO. It comes after many years of a lot of turbulence around the UK’s approach to international development—in particular a huge amount of financial turbulence, which was not helped by the untrammelled growth of in-donor refugee costs in ODA. There was not a consistent approach but we are determined to have a consistent approach for the future. I hope that Members see that in the way that we are facing up to these issues.

On the point about teachers, I am sure that the National Education Union is keen to link its important work with work by Education Cannot Wait and the Global Partnership for Education. Education Cannot Wait provides a lot of support for teachers, including direct financial support, support around recruitment and psychosocial support when teachers are operating in dangerous environments. There is an over-representation of fragile and conflict-affected states in the countries that receive the UK’s contribution to the Global Partnership for Education—60% of our funding to GPE goes to such states. There is a lot of work in this area and I am sure that the NEU will want to engage with it. I would, of course, be very happy to discuss that with the union if that would be useful.

Finally, we are investing to make education systems more resilient to the climate crisis and better able to help students thrive beyond their school years.

[Richard Foord]

Does the Minister agree with the Chair of the International Development Committee, who called the use of official development assistance for hosting asylum seekers in hotels “a spectacular own goal”?

[Anneliese Dodds]

I have enormous respect for the Chair of the International Development Committee and I have had a lot of discussions with her and other members of the Committee on this subject. The decision to count in-donor refugee costs within the overall category of overseas development assistance is, of course, a statistical decision taken by the OECD.

Different countries have had far lower levels of overseas development assistance going into those in-donor refugee costs. They have not seen the untrammelled increases that we saw under previous Governments. As I said, the current UK Government are determined to have a longer-term approach to the issue, and to get the costs down. In fact we have been doing so, as has been reflected in the decision taken by the Chief Secretary of the Treasury to increase the yearly ODA just after the new year. Part of that was from the reduction in in-donor refugee costs. It is a priority for the Home Secretary and the whole Government to ensure that we are dealing with those issues, so I am grateful to him for raising that point.

We are investing to make systems for education more resilient. At COP28 in Dubai, the UK helped to launch a new global declaration on the common agenda for education and climate change, through which 90 countries have now committed to action on climate that helps protect education. Ahead of COP30 in Brazil this year, we are working with our partners to prioritise the role of education in combating the climate and nature crises and to secure further action to protect children, including when they are learning, from extreme weather.

In response to the point made by my hon. Friend the Member for Norwich North (Alice Macdonald), who is no longer in her place, I should say that she is right to underline the relationship between education, water and sanitation. That is important because children should be able to do something as basic as go to the toilet when they are at school; it is particularly important when it comes to girls’ education, because when there is not access to water that poses a particular problem for menstruating girls.

When it comes to resilience, we must ensure that we join up the UK’s strength in artificial intelligence and education technology, and harness their power responsibly so we can support marginalised children, tailor learning to students’ needs and boost the capacity of teachers, enabling them to reach children who cannot join them in the classroom. We are determined to ensure that more children can gain the skills they need to make the leap into higher and further education and employment. Once again, many thanks to all Members who have taken part in the debate. It has been an incredibly important one, and I look forward to the closing remarks.

14:41

[Bambos Charalambous]

This has been a very positive debate, and it is great that there is cross-party support on this important issue. I thank all Members for their contributions and the Minister for her positive response. I look forward to how that investment from the Government is taken forward to build on the previous Government’s commitment to education. The Minister is obviously a passionate advocate for education, and will want to see the fruits of the investments and steps the Government are taking to achieve SDG4 as soon as possible.

Question put and agreed to.

Resolved,

That this House has considered the International Day of Education.

14:42

Sitting suspended.