UNESCO in partnership with Education Cannot Wait and NORCAP, with support from SIDA, will host the second international conference on Education Management Information Systems (EMIS).
This second edition focuses on the role of EMIS within the Education in Emergencies (EiE) data landscape. It aims to address the humanitarian and development coherence through better alignment of EMIS and humanitarian data systems.
In order to ensure inclusive and equitable quality education for all, in line with Sustainable Development Goal 4 (SDG 4), and fulfil the principles of leaving no one behind and reaching the furthest first, it is vital to address the education needs of communities affected by and prone to crises. SDG Target 4.5 specifically calls for equal access to education at all levels for vulnerable groups, including those living in crisis-affected contexts. This call is reiterated in the Education 2030 Framework for Action and Incheon Declaration, which highlights the serious concern that a “large proportion of world’s out-of-school population lives in conflict-affected areas”, and commits the international community to “developing more inclusive, responsive and resilient education systems to meet the needs of children, youth and adults in these contexts”. Moreover, the international community has recognized the importance of the continuity of education, particularly for those who are forcibly displaced, asreflected by the New York Declaration and the Global Compact on Refugees, which states time spent out of education should “ideally [be] a maximum of three months after arrival”. A critical component of ensuring the continuity of education in crisis affected and prone contexts is strengthening the capacity of national education authorities, at all levels education systems, to plan education to prevent, prepare for, respond to and recover from crises. When education systems are disrupted due to crises and unable to maintain equitable access to quality education the effects can be prolonged and extensive, leading to the permanent dropout of learners, weakened learning outcomes and a neglect of critical psychosocial support1 . In this light, the Education 2030 Framework for Action stresses the need to, “develop education systems that are more resilient and responsive in the face of conflict, social unrest and natural hazards – and to ensure that education is maintained during emergency, conflict and post-conflict situations”. On a rapidly changing planet where climate change is and will continue to accelerate and intensify environmental degradation, natural hazards and conflict, the need to address these challenges is ever more salient. Investing in and strengthening the resilience of education systems is key to mitigating the adverse impacts of crises, thus reducing the need for sustained humanitarian action when crises do emerge. Furthermore, well-coordinated national responses and systems are needed to ‘build back better’, creating safer and more equitable education systems.