International Day of Education

Bambos Charalambous Excerpts

Thursday 23rd January 2025 Westminster Hall

[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.

--- Later in debate ---

[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.