Education in Emergencies: Securing the future of SDG4 amidst global crises

We have just six years left to deliver on the 2030 agenda for sustainable development, including SDG4. But in recent years, the world has witnessed sudden disruptions depriving millions of children of their learning opportunities. Whether due to conflict, climate change or COVID-19, 224 million school-aged children(1) globally urgently need educational support due to crises. When emergencies hit, leaders and decision makers are faced with an overwhelming number of competing needs that can often obscure the life-saving, and life-protecting nature of education, and remains one of the least funded humanitarian areas. Protection and prioritisation of education in emergencies is essential to advance education for sustainable development and the realisation of SDG4.


There is a record need for international support at a time when emergencies such as the wars in Ukraine, Gaza and Sudan, and climate emergencies, such as those recovering from severe tropical storm Cyclone Freddy in South and East Africa, are having huge impacts on education. These challenges are exacerbated by inadequate preparedness to address hazards. Emergencies can also deepen existing inequalities, disproportionately affecting those who are most marginalised and experiencing multiple, intersecting and complex challenges such as gender discrimination, poverty, disability, or displacement. These children are most likely to be excluded from education before, during and after an emergency occurs.(2)


Despite the scale of the challenges, progress is within reach. By prioritising inclusive and resilient education systems, investing in preparedness and honouring commitments to protect children’s learning during emergencies, we can pave the way for sustainable development. As the UK and the international community confront the unprecedented scale of threats facing children’s education, now is the time to act decisively and ensure that every child, no matter their circumstances, has the opportunity to learn and thrive.


Send My Friend to School (SMFTS) is the UK civil society coalition of international development NGOs, teachers’ unions and charities, bringing together young people, politicians, teachers, civil society and the media in joint campaigning to demand a quality, inclusive education for all children across the globe. We are part of the wider Global Campaign for Education (GCE) movement, based in almost 100 countries around the world.(3) This year, the Let My Friends Learn campaign(4) urges the UK Government to ensure that every child, everywhere has their learning protected during emergencies: key to a sustainable future.


Send My Friend to School Campaign Champion, Jess (14) from Croxley Danes School states: “We need to hold the government to account to make sure they fulfil their promises, and ensure that no child is denied the right to an education because of emergencies. We need our leaders to speak out and support other countries- as they should not have to face these challenges alone”.


We are asking the UK government to take action from the UK on the following areas to ensure that no child is denied the right to education in times of emergencies:


  1. PREPARE: Strengthen preparedness and anticipatory action in education systems.
  2. PROTECT: Ensure children are safe, protected and learning during an emergency.
  3. INVEST: Rapidly scale up financing for Education in Emergencies and global education resilience strengthening.
  4. ACT: Provide global leadership to protect children’s right to education in emergencies.


As the clock ticks towards the 2030 agenda, the urgency is clear. We need to act now to secure the future of every child’s education, ensuring they have the opportunity to learn, thrive, and build a sustainable future.


Bigraphy


Bekah is the Campaign Manager at Send My Friend to School, the UK’s coalition of INGOs, charities, teachers unions, young people, politicians and the media who come together to campaign for the right of every child in the world to access a quality and inclusive education. Bekah worked previously as a secondary school English teacher, before moving into programme management and refugee campaigning in the UK and Greece. She holds a Masters degree in Education, Gender and International Development from the Institute of Education at UCL. Bekah has a particular interest in meaningful youth participation in policy and campaigning.


(1)https://www.educationcannotwait.org/news-stories/press-releases/number-crisisimpacted-children-in-need-education-support-rises

(2)https://sendmyfriend.org/wp-content/uploads/2023/03/Let-My-Friends-Learn-EiEpolicy-report.pdf

(3)https://campaignforeducation.org/en/

(4)https://sendmyfriend.org/wp-content/uploads/2023/03/Let-My-Friends-Learn-EiEpolicy-report.pdf


BY REBEKAH LUCKING • June 24, 2024

Enhancing safe education; phase two of the addressing school-related Gender Based Violence (SRGBV) Programme

By Isata M Kamara • January 29, 2026
Addressing SRGBV comes through different methods. One effective approach is to provide the most at risk of becoming victims with required skills and knowledge. The essence of this approach is to keep girls safe, engaged and ensure before they return to school that they have a better understanding of SRGBV. The phenomenon of school-related gender-based violence [SRGBV] undermines the right to education for countless children, particularly girls. In the initial phase of our project, we successfully implemented SRGBV awareness and prevention programmes in 14 schools across Bombali district Northern Region. Phase one involved training school staff, engaging students, and building community awareness to create safer school environments. This phase focused on training girls to make reusable sanitary pads and other soft skills to engage them in daily activities. The project engaged over 50 students between the ages of 12-18 years in skills training to help keep them engaged in learning how to make reusable sanitary pads, bead design and cake making. The overall implementation of the project was a success as all of the girls engaged were able to learn new skills and new knowledge relating to GBV prevention. Below are some of the specific successes; Girls were trained in making reusable sanitary pads, sewing and bead design work, basic cake making skills, learning to identify violence, report it and learn how to prevent and de-escalate violent situations and how to stay positive in life through mentoring and supporting each other. This increased the knowledge of community stakeholders and parents on the impact both in and out of school. 100 participants including parents, education officials and community leaders were engaged. Despite the successes recorded, there were some challenges in the implementation. Challenges The rains were heavy and affected some classes Inflation in the market affected the proposed initial costs and the current cost of items The number of stakeholders and parents engaged were more than the proposed number leading to an increase in the food budget BY ISATA M KAMARA DIRECTOR OF GENDER EQUALITY AND DEVELOPMENT FOR SOCIAL ACTION (GEDSA)

Alfabetizasyon se chemen development - Literacy is the way to development

By Sarah Grey • January 28, 2026
Alfa Limonade, Haiti  For all our people who were deprived of childhood education, the objective of this Alfa programme is to provide the opportunity to become literate. In Haiti, especially in rural areas such as ours, literacy rates are dismal. 44% of Haitian men and 56% of Haitian women are illiterate, but these statistics are far worse in villages and the countryside. (UNESCO) Launched 23 years ago, Alfa uses an excellent participatory text book, Goute Sel, for writing, reading, and comprehension. It was developed specifically for use here in Haiti. We also use Ti Koze Sou Istwa Peyi Ayiti, stories and questions from Haitian history, and Lekti Net Ale, reflections on connecting with the world. Through blackboard instruction and Kaye Kalkil, Alfa participants practise exercises in arithmetic. At the second level we launch group discussion through reading Edikasyon Civik. After long consideration, our team of monitors has established that Alfa must develop its own practical introduction to numeracy for adult learners. Our improved numeracy project must adjust to the situation of Alfa participants. Obviously, in their daily lives our participants constantly face numeracy problems. Having no education, they were unaware of their lack of capacity. Today, through Alfa, they are gaining in literacy, and we should also ensure that, despite their often advanced ages, they also become numerate. They must not lose this gift simply because they have been deprived of the basic human right to education. Through our new tool, Alfa’s market women and peasant farmers will grasp the basics of numeracy, so that they are not lost in the economic situations of their adult lives. They will address these problems with awareness, papers and pencils in their hands - just as others do! Chancy Jacques, Alfa Supervisor, and Antolius Pierre, Alfa monitor in Jede, are collaborating on Alfa’s own book, Kalkil San Limit, with the following objectives: To support our monitors with a good tool for introducing numeracy. To reinforce the capacity of every Alfa participant. To enable participants to reflect productively. To enable participants to calculate well and fast. To enable participants to record their written results. Thus Kalkil San Limit will include the following sections: numeracy, problem solving, geometry, and mental calculation. Numeracy is a key part of the core skill base of a literate individual. In our Haiti, this means the ability to understand and use basic maths in real life situations at home, in the market place, or for agricultural transactions. We are preparing to go to print this summer! By Sarah Grey Alfa Limonade, Haiti

Education for All unlocks potential

By Ann Beatty • January 27, 2026
Here we hear from Gabie Aurel who leads the Sonje Ayiti Organization (SAO), our partner in Haiti. They prioritise investing in quality education to break the cycle of poverty, promote long-term economic and social stability, and uplift everyone. It equips children, youth, and adults with the skills to achieve their potential, higher earnings, and better health outcomes. SAO’s work improves community well-being overall and fosters a more resilient and inclusive society. Gabie says,’I am so privileged to grace the path of many inspiring individuals (children, youth, men and women) who share their stories about what education means to them and how it has built their confidence and drastically transformed their lives.’ An example of a life transformed is Rosenie Selmour, a second level participant in ALFA at the Cima Literacy Center in Limonade, Haiti. Here is her testimony: ‘I always felt small when people were reading and writing around me because I couldn't read or write. I was afraid to speak in public, and I was ashamed to say that I couldn't read. Since coming to the Cima Literacy Center, my life has changed. Every day I learn something new. I can read on my own, I can read medical prescriptions, I can read my Creole Bible very well, and even write my children's names on their notebooks and supervise their homework. I am in awe to see how our good education is expressed daily in the form of mutual respect, solidarity, empathy, camaraderie, and how we support and treat each other now. We don't laugh at people if they make mistakes. We correct and we encourage. I remember the first time I read a sentence in front of the class, everyone in the centre was happy and applauded me. I felt proud, it was the first time I felt so valued. What motivates me to come every day? ‘It's my dream to be able to read and write well and to know my fundamental rights. And above all, I feel like I'm not alone. We are a family at Alfa.’ Stories like this fuel SAO’s commitment to invest in quality education throughout Haiti, especially in rural villages where the most vulnerable children, youth, and adults have no access to basic education. SAO’s commitment to breaking the cycle of poverty through quality education promotes greater employment opportunities which lift families out of poverty, thus reducing heavy reliance on social assistance programmes. It boosts economic growth through a skilled workforce, fosters individual well-being, reduces preventable diseases,and improves overall understanding of health. This can prevent diseases, unnecessary deaths and improve overall well-being. Quality education cultivates important cognitive, social, emotional, and communication skills. This reduces conflicts and improves harmony in communities. Additionally, it helps build resilience to recurring difficulties, reduces gender-based violence prevalent in rural communities, and strives to promote gender equality, building stronger communities and societies, enhancing social stability. In sum, quality education for all creates a recurring cycle of inclusive opportunity for all.’ Supporting the Resource Learning Centre in Haiti Until students return to school in December they are learning vocational skills and they themselves are actively involved in site renovation work We are really proud to see this revival take hold with so much passion and responsibility.