Protecting Children in Conflict Areas

Lloyd Russell-Moyle Excerpts

Wednesday 25th April 2018 Westminster Hall

[Stephen Twigg (Liverpool, West Derby) (Lab/Co-op)]

It is a pleasure to serve under your chairmanship, Sir David. I want to declare, as relevant items in the Register of Members’ Financial Interests, that I went to Jordan with Oxfam in 2015 and made two visits with RESULTS UK, which supports the work of the all-party parliamentary group on global education for all, which I now chair.

I warmly congratulate the hon. Member for Dundee West (Chris Law) on securing the debate and on his powerful opening speech. It is also a great pleasure to speak after the hon. Member for Mid Derbyshire (Mrs Latham). Both are active members of the International Development Committee, and they have raised important issues. I look forward to the response from the Minister and from the Labour Front Bench.

As I listened to the hon. Member for Mid Derbyshire I reflected on visits that the Select Committee has made, and was struck by the opportunities we have had to meet children who have escaped from some of the worst conflicts in the world. In Uganda last year, we met Congolese children who were being educated in Kampala. They had escaped the appalling conflicts that have scarred the Democratic Republic of the Congo for many years. In 2015 I visited the Zaatari refugee camp with Oxfam, and met Syrian children traumatised by the experience of barrel bombs being used on the communities where they had grown up. They had to flee and all that they and their families wanted was the opportunity to go back to a peaceful Syria. Most recently, of course, the Committee last month visited Cox’s Bazar—the hon. Lady told the story of the families we met when we were there.

I have also been reflecting on the experience of the predecessor Committee, when we went to Nigeria and met the amazing campaigners for girls who had been abducted by Boko Haram. One of the factors that we need to address when talking about children in conflict is the actions of armed groups such as Boko Haram, as well as the actions of Governments. The hon. Member for Dundee West was right to remind us about the children of Yemen, the appalling consequences of the conflict there, the atrocities by all sides, and the impact on children growing up there.

As crises around the world become more complex and protracted, it is vital to use opportunities such as today’s debate to restate the centrality of the protection of children to our development and foreign policies. As the hon. Member for Mid Derbyshire said, schools wherever they are should surely be safe havens for children. Even when crisis strikes or even in conflict, children should not be denied the fundamental right to education, yet often schools are targets for attack by armed forces and groups. In some cases they are even turned into military bases or barracks. Even the presence of armed personnel close to a school puts children in the line of fire. There are countless examples from conflict zones around the world where that has happened. Of course there is an addition element—children’s vulnerability to recruitment as soldiers or to sexual exploitation.

I welcome the fact that the Minister last week signed the safe schools declaration on behalf of the United Kingdom, making us the 74th country in the world to do so. I am pleased about that because I and others called for it to happen when we were here to debate the Select Committee’s report on global education just before the Easter recess. The declaration is important. It commits Governments around the world not to use schools for military purposes, and to ensure that they are protected even during military operations. Now that the UK has signed it, we have an opportunity and responsibility to encourage as many other nations as possible to sign up. I hope the Minister will use her good offices to do so.

I want to state my appreciation for the efforts of the fantastic Send My Friend to School campaign, which has mobilised public opinion, particularly among children and young people in this country, on global education. In particular, it ran a high-profile campaign encouraging the UK to sign up to the safe schools declaration. As the hon. Member for Mid Derbyshire said, it is a big challenge to ensure that the increasing number of children caught up in conflict situations, either internally displaced or living as refugees, get some sort of quality education.

More than half of the world’s registered refugees of school age are not in school. Funding for education in humanitarian emergencies is not readily available, and less than 2% of global humanitarian funding goes towards education. When we visited Cox’s Bazar, we saw the efforts being made to provide some sort of education, but essentially the child-friendly spaces in the camp provided two hours’ education a day. That is clearly better than nothing but we need to aim for much better. It is perfectly understandable that humanitarian support in the form of food, water and shelter is given first priority, but surely we must not neglect the importance of investing in education for children who have been forced to flee their homes. What more will the Government do to work with the authorities in Bangladesh to ensure that the fleeing Rohingya refugees have access to quality education while they are displaced?

I reiterate some of the points the hon. Lady made about the Education Cannot Wait fund, which was launched in 2016 at the World Humanitarian Summit. As she rightly said, the UK has played a leading role and is the biggest single funder. It is a fund dedicated to education for children in emergencies and protracted crises. DFID has pledged £30 million already, but we know that, as conflicts become more protracted, it will be even more important to have funds such as Education Cannot Wait. I would welcome confirmation from the Minister today that the Government maintain that commitment.

The United Nations Relief and Works Agency has long been regarded as one of the best multilateral organisations in the world. It operates in Jordan, Lebanon, Syria, Gaza and the west bank, and provides services for more than 5 million registered Palestinian refugees and their descendants, who have been displaced since the 1940s. UNRWA has been hit recently by a decision by the Trump Administration in the United States to cut its funding.

Child protection is central to UNRWA’s work. Given the volatile nature of the region, Palestinian refugee children have faced enormous challenges, including as a consequence of the conflict in Syria, the impact of the Israeli occupation and the blockade of Gaza, and simply the protracted nature of their displacement. Even faced with all those crises, UNRWA has come up with innovative ways in which to ensure that children caught up in them are protected and given an education. When the Select Committee visited Jordan and Lebanon, we visited an UNRWA school in Jordan, and were impressed by the quality of education provided for those Palestinian children.

In Syria, UNRWA has developed a series of self-learning materials for children in hard-to-reach or besieged areas who have been out of education for prolonged periods. A series of summer learning activities and catch-up classes is provided to students who have missed out on education, to help them to catch up with their peers. The agency also runs recreational spaces supervised by teaching staff and support counsellors, where refugee children can learn and engage in recreational activities, hopefully free from the threat of violence. In 2012, UNRWA launched its own education TV channel, broadcasting from Gaza and providing additional educational support to students and parents. It broadcasts English, maths, Arabic and science lessons to refugee children across the region, to ensure they do not miss out on learning the vital skills they need for their future.

I urge the Government, and the Minister if she has time in her response, to both reaffirm the UK’s long-standing commitment to UNRWA, and say that we will work with other donors to ensure that funding cuts by the US do not hit the vital work it does.

[Lloyd Russell-Moyle (Brighton, Kemptown) (Lab/Co-op)]

Does my hon. Friend agree that the Government should support moves from other multilateral education funders such as the Global Partnership for Education to look at funding non-state actors where they control particular regions, such as the Kurds in the northern region of Syria, so that they can access education funding for their children?

[Stephen Twigg]

That is an important point for both GPE and Education Cannot Wait. The agencies best placed to provide education in some of these emergency situations are often non-state actors. It is important that informal as well as formal education receives the necessary funding. Last week, I met with Alice Albright, the head of GPE, to discuss what more the organisation can do to support Syrian refugees, particularly in Lebanon and Jordan, and Rohingya refugees. GPE is looking at those issues, and my hon. Friend is absolutely right to draw our attention to them.

The hon. Member for Mid Derbyshire touched on the important issue of sexual exploitation in the aid sector. I put on record again my tribute to her personally. She has been raising the issue for some time, well ahead of recent public and parliamentary interest. I remind colleagues that that follows damning reports of sexual misconduct by Oxfam aid workers in Haiti. As a result, our Select Committee is conducting an inquiry into sexual exploitation. In Haiti, aid workers exploited aid recipients after the earthquake in 2011. I thank The Times, in particular, and other journalists for shining a light on that appalling situation.

As the hon. Lady rightly reminded us, there have been long-standing concerns that some United Nations peacekeeping missions have failed the children they are meant to protect. In February, the UN revealed that it had registered 18 cases of sexual abuse and exploitation by its peacekeepers and civilian personnel in the Democratic Republic of the Congo. Some of those involved were minors, and we have had previous complaints about actions by UN staff in a number of countries, including from Senegal, Uruguay and South Africa. In those instances, people who were sent to protect children from crises tragically became the very people committing violence, adding to the crisis. If we are to protect children in future crises, surely we have to be able to trust the people who are meant to be there to provide that protection.

My final point is one that has already been touched on: the mental health impact of crises on children. Of course, when a crisis strikes, the first step of any humanitarian response is the basic services of food, water and shelter, but the psychological impact of those conflicts on children should not be overlooked. Without access to proper mental health and psychosocial support, there is a risk that children will develop greater problems later in life, and that their ability to rebuild their lives after conflict will be limited.

Last December, War Child published a report calling on the Government to commit a minimum of 1% of humanitarian funding to mental health services for children and their support networks. I ask the Minister to set out in her response what priority the Government place on the challenges of mental health and psychosocial support for children caught up in crises. Protecting all children caught up in conflict is important. That means protecting them from the threat of violence in whatever form it might take, including sexual violence, but also, in so far as we can, it must surely mean allowing children to live as normal a life as possible and preparing them for life after conflict.

That is why education is so central to this debate on the protection of children, and why the UK has such an important role to play not only in our bilateral work on education, but in the multilateral organisations such as Education Cannot Wait and the Global Partnership for Education. The right to education surely does not end when a conflict begins. It is critical that children caught up in conflict are still provided with every opportunity to continue to learn.