Advocacy and resource mobilisation - OneResponse

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8.1 Advocating for education in emergencies Definition: Advocacy means making a persuasive argument for a specific outcome or change. 48 It is a strategic way of speaking out with a view to influencing and changing policies, practices or attitudes. Advocacy arguments are context-specific and must be based on clear evidence. There are different forms of advocacy; the most persuasive involve arguments or communications that are targeted at rights issues or political interests, to create political will. In principle, any advocacy argument or communication must contribute to the objectives or interests of the group or individual being targeted. Advocacy may be carried out by a group of like-minded people in a public way, such as collective Education Cluster or Humanitarian Country Team ‘statements’ about humanitarian concerns. Or it may be undertaken by individuals in a private way, eg, dialogue between the Coordinator and government representatives about education resources, or with donors about funding requirements. 8.1.1 Use of advocacy in the Education Cluster Purpose: There are several ways in which advocacy is used within the cluster: � for gaining acceptance and support for education in emergencies as a humanitarian priority and a right � for resource mobilisation � for awareness-raising. Advocating for education in emergencies as a humanitarian priority Everybody has the right to education, regardless of the context they live in. Yet wars and natural disasters deny generations the knowledge and opportunities that an education can provide. Education should be seen as a priority component of emergency assistance, along with other emergency responses such as shelter, water and sanitation, health and food aid. Education in emergencies, chronic crises and early reconstruction must be seen in a broad context; it is education that protects the wellbeing, fosters learning opportunities, and nurtures the overall development (social, emotional, cognitive and physical) of people affected by conflicts and disasters. Education efforts in emergencies can be based on three core principles: 49 � the right to education 48 UNICEF Emergency Field Handbook 49 Adapted from Save the Children, Education in Emergencies Resource Toolkit, and detailed guidance notes drawn from INEE, Talking Points: Education in Emergencies 246 | May 2010
Advocacy and resource mobilisation � the priority that communities give to education � the role of education in providing protection. Advocacy is a strategic way of getting these arguments across. The importance of education in emergencies is well documented in a range of international principles and guiding frameworks. These are set out in detail in section 3.1.1. Specific guidance on advocating for and promoting education in emergencies is offered by the Inter-agency Network for Education in Emergencies (INEE) through a range of tools and resources: http://www.ineesite.org/index.php/post/promotion_advocacy/ A number of additional advocacy resources and guidelines are included in the ‘Additional resources’ listed at the end of this section. The right to education � Education is a right –This right is articulated in various international humanitarian and human rights instruments, including the Geneva Conventions, which apply in times of war, as well as the UN Convention on the Rights of the Child 1989, the Universal Declaration of Human Rights and many regional human rights instruments. Education is also an integral part of the right to a life with dignity as embodied in the Sphere Project Humanitarian Charter. A Sudanese refugee in Chad, describing the vital importance of education to refugees in crisis situations, said: “In this war, our cattle has been taken by the Janjaweed and we had to flee our land. We had to leave behind all of our possessions. The only thing we could bring with us is what we have in our heads, what we have been taught – our education. Education is the only thing that cannot be taken from us and upon which we can build a better life for our children.” Extract from INEE, Talking Points: Education in Emergencies, p. 2 � Education is essential to child and adult development – Education equips people with the life skills and knowledge that enable them to play an active role in the community, and as adults, gain access to greater social and economic opportunities. In emergencies, increased assistance and innovative programmes offer opportunities to build back better education systems and improve the quality of and access to education. The priority that communities give to education � Education is a priority – Education is prioritised by communities and offers a lifeline to them. Communities often start up some kind of education or school themselves during an emergency. However, maintaining this during a crisis is difficult when there is less local capacity and resources. � Education is a platform for community outreach – Schools can also provide a platform for other types of community-level intervention on, for May 2010 | 247
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