Protecting Children in Conflict

Edward Leigh Excerpts

Thursday 3rd July 2014 Commons Chamber

[Sir Edward Leigh (Gainsborough) (Con)]

The whole House will be grateful to the hon. Member for East Lothian (Fiona O'Donnell) for initiating this debate on protecting children in conflict. She was right to deal with the Palestinian situation, but I will not follow her example in any detail as I do not want to get involved in the debate about the rights and wrongs of the Palestinian issue, except for noting the suffering of both the Palestinian people and the Israeli people in a very difficult conflict.

I want to make some general remarks about how the British Government could try to improve the protection of children in conflict areas, particularly when it comes to education. Education is the subject on which I want to focus and I would be grateful if the Minister could deal with that problem when he replies.

I should perhaps declare a family interest. I am speaking today because both my elder daughters work for charities in Africa and have worked in Kenya, Rwanda, the Democratic Republic of the Congo and the Central African Republic. They keep me informed of their work and what is going on and, a few years ago, I visited the Congo with War Child to look at the appalling privations that children faced, particularly because of the conflict and the use of child soldiers. My visit had a deep impact on me and I am sure that, even despite all the excellent work of my hon. Friend the Minister and other Ministers in the FCO and DFID, there is still more that we can do.

As I say, I want to concentrate on education, but why are children particularly vulnerable? It is an obvious point, but they are vulnerable because they are young. When a three-year-old loses their parents in a bomb attack, it is virtually impossible for them to survive alone. If a 25-year-old loses a parent, it is a tragedy, but they can survive. It is right that the House should focus particularly on the appalling impact of conflict on children, which is much greater than its impact on mature people.

Of course, children suffer appalling and severe trauma from witnessing events. They do not have the life experience or emotional maturity to integrate a particular scene into the rest of their life. We have been brought up in a very comfortable environment, but we all know how even quite small events from our childhood can have a traumatic effect later on. Imagine a child in a conflict situation witnessing their mother being raped or their brother being dragged off as a child soldier or witnessing murders or the appalling scenes that have happened in Syria. That trauma will live with those children for ever.

Children are targeted in conflict situations for sexual attacks. Girls and boys make up more than half the rape cases in such conflicts and that is an appalling statistic. Imagine the appalling emotional trauma of that. Children are also targeted by military groups that are keen to expand their ranks quickly and we have seen that in particular over the years in Congo. As I know from my visit to the Congo and as we all know, it is appalling to talk to former child soldiers who have been dragged into these events. They have committed terrible things and terrible things have happened to them, sometimes when they are just 13 or 14-years-old.

War destroys livelihoods, and children are often seen as a way for distressed families to get income. Girls can be married early for a price or used as sex workers and boys can be sent out to work in fields and factories or to collect rubbish from the streets. I occasionally visit the middle east, and we see the desperate struggle for survival, particularly for Syrian refugees in Lebanon or Jordan when there is no social security available to any significant extent. In conflict situations, families are desperate to survive, and we all know that children have to be used as part of that.

The point I want to stress and focus on for the rest of my speech is that it is children and not adults who lose their opportunity for education. Once that opportunity is lost, it is lost for ever and can never be repeated. Education is essential for children and particularly for children in conflict areas. It is a life chance that comes only once and a reasonable level of education is even more important for children who will be expected to build a peaceful recovery from conflict. Education keeps children safe. Obviously, if a child is in a school or in an educational environment, it is less likely that they will be married early, raped, abducted or recruited by armed groups. All that is much more unlikely when schools are open.

Actually, education is prioritised by families in conflict areas. We have seen on television, such as during the Iraq conflicts, and from our own experience how families that are often desperate and have nothing—owning nothing, surviving on nothing—still make the effort to dress their children in immaculate uniforms to walk through bombed-out streets to get school. Education is extraordinarily important for them.

[Tim Loughton (East Worthing and Shoreham) (Con)]

My hon. Friend makes a compelling case based on his experiences in Africa. It is deeply humbling when we go to developing countries in parts of Africa and elsewhere and see children who have walked miles and miles and miles to attend a classroom where they have no seats, but may have rocks to sit on, if they are lucky, and which have corrugated iron roofs. Their parents have made a contribution out of what limited resources they have, because they absolutely value education as the way out of poverty and conflict. Does my hon. Friend agree that that is deeply humbling for those of us here who take education for granted?

[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.