Protecting Children in Conflict

Baroness Blackwood of North Oxford Excerpts

Thursday 3rd July 2014 Commons Chamber

[Fiona O’Donnell (East Lothian) (Lab)]

I beg to move,

That this House has considered the matter of protecting children in conflict.

I begin by thanking the Backbench Business Committee for granting me the opportunity to have this debate today, and to thank the Members from all parts of the House who supported my application for the debate. This is a great opportunity to hear the voices of those who are often not heard. Children whose lives are impacted by conflict are all too often voiceless. It is also appropriate that this debate should follow on from the conference in London that called for action to end sexual violence in conflict. I congratulate the Foreign Secretary, the Under-Secretary of State for Foreign and Commonwealth Affairs, the hon. Member for Boston and Skegness (Mark Simmonds), and the whole Department on holding that conference. Indeed, the Minister and I attended an event hosted by War Child, and I hope he will say what progress he believes will be made on these children’s issues. This is not just about ending sexual violence against children; it is about preventing children from losing their childhood.

One reason I am passionately and energetically campaigning in Scotland for a no vote in the referendum on 18 September is that we are better placed as Scots to be a force for good in the world as part of the United Kingdom. The humanitarian global summit in 2016 provides a further opportunity for the nations of the UK to work together and show leadership, and I hope the Minister will say today that the UK will continue to take a leading role in protecting children in conflict.

We need not only to protect children, but to be more active in promoting children’s rights within their own countries and their awareness of those rights. We should not just be promoting the UN rights respecting programmes in our own schools in the UK; we should be doing so wherever we are helping to fund education across the globe. Children need to learn that they have rights and that other children different from them have rights, too. Teachers and parents will then learn these rights and perhaps future generations will do a better job than this one of protecting children in conflict.

Children and youths constitute more than 50% of the populations of conflict-affected countries. As of 2010, more than 1 billion children worldwide lived in countries or territories affected by armed conflict. Sadly, changes in the nature of conflict have had profound consequences for children, who are being denied the special protections due to them under international law. Child injuries and deaths were traditionally seen as the collateral damage of war, but children are increasingly being targeted directly. Those trends need to be met with a renewed focus on how children can be protected in situations of conflict, alongside heightened scrutiny of duty bearers who are failing to safeguard children’s rights.

As a member of the Select Committee on International Development, I have been incredibly privileged to have seen with my own eyes the impact conflict has on the lives of children. The Committee’s most recent visit was to the middle east, where we saw how UK aid is working to support Syrian refugees in Lebanon and Jordan. Since the Syrian conflict began, more than 2.3 million people have sought refuge in neighbouring countries. In Lebanon, families are being settled in host communities. Although the vast majority of refugees in Jordan are in host communities, there are also large-scale camps, such as Camp Zaatari, which the Committee visited. The UK has pledged £600 million in aid and we can all be proud of that, but it cannot compare to the response from Lebanon and Jordan. It is almost impossible for us in the UK to imagine the scale of the challenges they face and the impact on their own country and people, be it on education, water security or employment.

[Nicola Blackwood (Oxford West and Abingdon) (Con)]

Does the hon. Lady share my concern that in situations such as that in Syria early enforced marriage is seen as a way of escape for young girls? Does she join me in welcoming the Department for International Development’s upcoming summit on ending female genital mutilation and early enforced marriage?

[Fiona O'Donnell]

Absolutely. When we were in Camp Zaatari we heard about families who suddenly had no prospects—they do not know when they are going to return to Syria and they have no way to earn a livelihood—and we were told that if they have daughters the temptation is to marry them off early and, in order for those daughters to be as prized as possible, to consider awful, gruesome child abuse such as FGM. We also heard about an increased prevalence of domestic violence in those camps. That has an impact not only on the women, but on the children in those families. I am grateful for the hon. Lady’s intervention.

Life for children can be very difficult in these situations, as many parents fled Syria with just the clothes on their back. At times, they live in horrific conditions, but even when the housing is of a satisfactory standard, children have needs, beyond the roof over their head, that are just not being met.

--- Later in debate ---

[Sir Edward Leigh]

My hon. Friend has made that point very movingly. We live in such a comfortable environment here where education is, frankly, of a fantastically high standard and is free—paid for by the taxpayer—that we simply do not appreciate the appalling sacrifices made in places where education is not free by parents who have nothing. They make that huge effort to try to educate their children, because they know, as we know, that education is everything.

We can establish a case that education is absolutely vital, therefore, in terms of taking children out of conflict situations and giving them life chances. So, having made that case, we would expect it to be prioritised by humanitarian agencies and Governments, but analysis of the 2013 United Nations appeal tracking data shows that only 1.9% of UN humanitarian appeal funds went to education. That seems to me to be very low, and I was surprised when I saw that. I cannot believe that the figure is so low, but that is what I have been told. Donors simply did not prioritise that part of the UN appeals.

[Nicola Blackwood]

Does my hon. Friend agree that one way we can encourage donor countries to prioritise education is by the post-2015 development framework including secondary, as well as primary, education as a core priority?

[Sir Edward Leigh]

That is a very good point and I hope the Minister has made a note of it, and perhaps will reply to it.

UN-funded education projects, largely delivered through non-governmental organisations, only reach 3.5 million of the children who were targeted for education in emergencies in 2013, and development donors do not get involved in education in emergencies even though they prioritise the education of children in other places. When a humanitarian agency arrives in an appalling situation where people are dying, starving and so forth, and it has to feed them and make sure they are sheltered, I can quite understand the mindset leading it not immediately to prioritise education. However, we must recognise—my daughter made this point to me—that these are often not the sorts of the intensely violent conflicts that we have witnessed in Europe and that last for three or four years; they are often low-level conflicts that can go on for many years and therefore children can be kept out of school for many years, because education is not seen as a priority.

Education falls between the two major funding streams, therefore, with the result that of the 58 million primary-age children not in school, 28.5 million are in conflict countries. Pretty soon the only children not in school in the world will be those living in conflict countries, not because they are hard to reach—mostly, they are easy to reach—but because the funding system has bypassed them almost entirely. That is a serious point for us and this House.

What needs to happen? First, humanitarian donors need to develop policies for education in emergencies that make education a central part of the first response phase, so when they go in, education is at the forefront of their minds. Secondly, the development side of Government donor offices need to stretch their understanding of education to include providing primary education in emergency settings—primary education is absolutely vital—and to do this in a way that builds, develops and protects the local education infrastructure. This has to be a prominent and early part of their investment. Thirdly, total funding for education within humanitarian responses needs to reach at least 4% of total humanitarian funding in emergencies. That figure was given to me by War Child and it seems a fair one. This is the target supported by the Education Cannot Wait campaign, which is backed by the Global Education Cluster and the International Network for Education in Emergencies, so presumably it is a well-researched figure and it makes sense. Fourthly, there is a need to conduct an urgent review of the amount of humanitarian aid DFID allocates to education and child protection; the Minister can no doubt defend the Government’s position. Inclusion of this point in party manifestos would demonstrate a strong commitment to meeting the needs of children affected by conflict.

As chairman of my party’s Back-Bench committee on DFID and foreign affairs, I am involved in helping to write the manifesto. I do not know how much notice the Foreign Secretary will take of my comments, but I will do my best. The Minister might take back to the Foreign Secretary the suggestion to include a phrase or sentence about education in our party manifesto, and perhaps the Labour party will consider doing the same thing, because manifestos are very important. Once it is there in writing in the manifesto, when whoever wins the next election comes to frame their humanitarian responses, education will be at the forefront of their minds. Also, Members of Parliament need to talk about these things and to raise them up the political agenda, which is why this debate is important.

Before I sit down, perhaps I can give testimony from a family from Irbil in Iraq, which I have visited. This family testimony was given to me by War Child. It was of interest to me because I have been to northern Iraq, not with War Child but with another charity, and the situation there is appalling. It was terrible to hear what people had to say. There was a mother. She and her family had been living in Baghdad, and her husband and son went to church and were never seen again. They just vanished—kidnapped, and obviously murdered. There was mother after mother like that. The situation in northern Iraq is, dare I say it, even more terrible than what is going on in Palestine, so may I give a tiny mention for a part of the population there with whom I have worked? In the conflict in northern Iraq there is no doubt that the Christian communities around Mosul— I have visited their villages—are in an extraordinarily stressed situation now. They are being driven from their villages by the Islamic State of Iraq and al-Sham, and what is happening to the children does not bear thinking about.

So let me read out this family testimony from Irbil in Iraq, because it is important for me to put it on the record as it is personal experience, which is always more interesting than general comments:

“War Child met with a mother of two young boys aged nine and twelve who had suffered displacement three times as a result of the recent violence and ended up having to smuggle themselves into a place of safety. Their reason for leaving their home town was the mother’s fear of her sons being recruited to fight in the violence. The devastated 12-year-old told War Child, ‘I just want to be in school’. He has been forced to leave his education during his exams which will mean all previous years of schooling will count as a ‘fail’ within the system. He is unable to go to school as an Internally Displaced Person (IDP) because when the family fled they had to leave all belongings, including the necessary certification, at home.”

The report continues:

“They are sharing rented accommodation with another three families and will run out of money at the end of the month. ‘We have nowhere to go’, the mother told us. ‘When our money runs out we will have no choice but to sleep in the public park.’ There are many families already sleeping in the rough and engaging in casual labour or begging for survival. ‘We are so frustrated and so humiliated. I used to work and have a normal life and now I have no idea what will happen to us,’ the mother said.

Let me sum up the arguments. To me, the education part of this debate is one of the most interesting and the most important. Sadly, humanitarian actors still often do not prioritise education programming at the start of an emergency. I accept, as I said, all the problems that they face, but education must be at the forefront of their minds. This is still considered something to pick up six months into or after a conflict. Instead, there is no reason why children cannot continue in school if authorities or humanitarian actors have the right support. Surely we can all agree that children have a right to education throughout their childhood. Schools can keep children safe and they are important environments for being able to provide other services such as social care to address trauma.

In the Central African Republic where an appalling conflict is going on, most of the schools in the capital are not open. This is largely due to the collapsed Government’s inability to continue paying teachers’ salaries, and the humanitarian NGOs that are providing most of the services in the city cannot access enough funding for education in particular, so reopening schools is not the priority. As a result, in the capital city large numbers of children are not in school. It is not just a question of funding. Unfortunately, the reality is that aside from conflict, the quality of education on offer in these countries is incredibly low. We need to ensure that once in school, children actually learn. Levels of violence are also shockingly high, with corporal punishment widely used. Organisations such as War Child and Save the Children are trying to address all these issues. I know that my hon. Friend the Minister, on behalf of the Government, will try to help them. Schools need to be safe spaces, with zero tolerance being shown if they are attacked or used by armed groups.

Thank you, Madam Deputy Speaker, for calling me to speak this debate. I am grateful to the hon. Member for East Lothian (Fiona O'Donnell), and I am sure we can continue to highlight these issues and ensure that in these desperate situations our children all over the world get a decent education.