Providing Education to Internally Displaced Minors: Comparative Analysis - Essay Sample

How does providing educational opportunities to internally displaced minors differ, in principle, from providing educational opportunities to externally displaced minors?

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Internal displacement is a growing phenomenon in many countries, including France. Internal displacement has been propelled by numerous factors, including wars, disasters, human rights violations, and climate change. Like other countries, these factors put enormous strains on the education infrastructure, and therefore many displaced minors miss out on their schooling. However, the French government, in coordination with other humanitarian organizations, has put in place ambient educational plans and policies to provide equitable educational opportunities to internally displaced minors as well as to the externally displaced minors. The French government considers access to education as being a fundamental human right. "Every human being has the right to education" principle is upheld in France, and this cuts across, from the internally displaced persons to the externally displaced. The principles guiding the provision of education to displaced minors are similar, with slight variation. The law provides that displaced minors are subject to compulsory education as long as they are between 6 and 16 years old, on the same conditions as any child. Primary school enrolment is allowed at any local town hall. Also, the enrolment in a secondary school can be made directly to the closest institution depending on the residence of the displaced minor.

Children having adequate command of the French language are taken through the evaluation process by a Counselling and Information Center (Centres d'information et d' orientation, CIO). This is the state structure that provides educational guidance to displaced students as well. However, for externally displaced minors, language can be a barrier. Therefore, the government has enacted a policy where such children are evaluated under the competency of the Academic Centre for Newcomers and Travellers Children (CASNAV). Results from the tests issued at these centers enable teachers to integrate the child within the dedicated schemes such as training in French adapted to non-native speakers (francais language, FLE) or initiation classes. Mostly, education is provided to the displaced minors in regular schools, but could also be directly provided in the camping centers. Direct provision of education includes setting up extensive emergency reception facilities to provide education to the displaced minors who lack the privilege to settle in towns and cities. There is little or no variation in the principles set for the provision of education to the displaced minors because the government enforces the principle of compulsory education to children because education is vital in encouraging integration.

Could an improvement be achieved regardless of financial aid?

In most cases, governments employ reflexive responses to crises, including the provision of education to both internally or externally displaced minors outside the formal system. However, there is a growing consensus that informal schooling is not a sustainable solution. Such informal systems usually lack qualified teachers, students undertake uncertified examinations and sometimes face the risk of being cut off from funding at short notice. The French government is hands-on, fulfilling its obligation to provide equal access to education for all displaced minors. The government is also working hard to ensure that equity is attained for all children so that the education system matches that of the national level. However, financial aid is necessary to reinforce the government. Humanitarian assistance is essential as it can cover the costs of setting up the informal systems of education in the camps while the government focuses more on the reinforcement of the formal education system. Reinforcing the formal education system is necessary to help schools to accommodate more students, including the displaced minors. A helping hand is always necessary because calamity strikes at different times. Financial aid helps in solving emergency problems rather than waiting for the host government; it also improves the learning and skills for all; and provides equitable access to learning opportunities where governments have struggled. As for France, financial aid is vital towards attaining an overall improvement in the provision of education to displaced minors.

According to current trends in the education sector around the world, will UNICEF be able to reach the goals it has set for itself within the "Education Strategy"?

The world is ready to learn. Almost all countries in the world uphold the rights of education to children. However, these countries still face three challenges, including inequitable access to education for children and adolescents, the global learning crisis, and education in emergencies and fragile contexts. To achieve that, UNICEF requires the support of governments, businesses, donors, and other partners to reach millions of children as quickly as possible. Situations have become complicated, forcing the mentioned partners to increase their support. Current trends show how governments are working at the country level to satisfy educational needs. Most of the governments are already working towards strengthening the already existing systems as well as priorities such as providing primary and secondary education, provision of pre-primary education to children; gender equality; education in emergencies; equity and inclusion; the use of data and evidence as well as innovation. The governments' influence at country levels, as well as regional contexts, will help UNICEF achieve its goals as outlined in the strategy. UNICEF only has the task of prioritizing some of the areas left out by the governments rather than having to address the entire problems alone. All in all, governments have embraced the role of ensuring that peace prevails in their countries, thereby providing an ambient atmosphere to address the educational needs of the children as well as other individuals. Governments are already acting as sources of financial resources, human resources, and partners for UNICEF to achieve its strategy of providing quality education to all children.

What are the more specific obstacles that undocumented displaced minors might face in the pursuit of education?

Internal wars can result in the displacement of individuals from their settlement areas. As such, people can lose documents. Also, more provoking factors can lead to full-relocation into neighboring countries as well. Along the fracas, individuals tend to lose documents, forcing them to be considered illegal immigrants in their host countries. To get documented in one's country or host country is usually a tiring process, with lots of constraints along the way. Because children and women are mostly victims of war, children lack healthy childhood education, which is essential in the development of a child. Undocumented displaced minors face unique challenges that can affect their schooling experience.

The legal status is essential in many ways. Legal status is necessary for the minor to access the socio-legal factors such as health insurance, public programs such as food stamps, family dynamics, and relationships with other social institutions. All these factors complementary to education. A deficiency in any of the factors can be detrimental to a minor's education. Undocumented displaced minors occasionally live with the fear of deportation and a life of perpetual anxiety. Undocumented minors are adversely affected socially, emotionally, and mentally. Such challenges can influence their ability to learn during their pursuit of education. The undocumented minors face uncertainty, fear, and stress, leading to psychological issues, including anxiety, depression, and an increased risk of suicide. High and extended stress levels experienced during childhood are likely to create long-standing consequences, for example, decreased cognitive performance, short-term and working memory, and impulse control. All this is caused by the inability of a minor to deal with and react to stress. Low academic performance is experienced from minors who suffer from negative cognitive development as well as lack of concentration. At times, the mental health problems faced by these minors lead to dropping out of school, thereby ending their education and careers.

Should education for displaced minors be obligatory? If so, how would the international community make sure of their adherence to the obligation?

Education is fundamental to every human. Therefore, it goes without doubt that education is essential to minors, including displaced minors. Some countries have neglected the right to education for the displaced minors because of the strenuous responsibilities it carries along. However, I believe that countries and their humanitarian or development partners, must urgently ensure that displaced minors are included in their education plans, and collect better data to monitor this situation. The international community can collectively set up international laws and policies (standards) to ensure that education for displaced minors is provided. These can be the guiding principles for the enshrinement of displaced minors' right to education in the national laws and policies. To ensure that adherence is upheld, the international community can set up policies to isolate the country by imposing consequences such as trade sanctions. This would help discipline the incompetent governments that fail to enforce the right to education for displaced minors forcibly. Countries need to realize the seriousness of the matter and act accordingly. Education is necessary for economic integration between nations and must, therefore, be embraced without discrimination for displaced minors. Children are the future of the world, and the world should be ready to learn since education is development.

What policies can help fast-track family reunification for more minors?

Disasters befall us at any time, forcing many families and friends to be separated from their loved ones. Separation from parents, as well as relatives, can be a devastating experience for children. Therefore, tracking and reunification are vital aspects of disaster management; however, the whole process can be the most challenging. Family reunification has become challenging because of the increasingly stringent laws and policies restricting family reunification, which are often not in sync with the spirit of human rights standards. The following policies can be adopted:

Family reunification as a right for refugees - this policy obliges countries and states to facilitate the reunion of refugees, especially where children are involved. Besides, the applications for the minor or parent involved need to be dealt with in a positive, humane, and expeditious manner.

Abolishment of European states' policies - following the migration policy crisis of 2015-2016, countries introduced more stringent reunification laws and policies for refugees, particularly for those with subsidiary protection. Countries like Germany and Sweden suspended applications for family reunification. Other countries have more prolonged periods, such as Austria and Switzerland, which have waiting periods of up to three years. These policies need to be abolished so that the tracking and reunification are quicker.

Creating awareness on the impact of family separation - there is a need to lift the unworthy restrictions on family reunifications. Discussions must be held to inform countries on the effects of long separation periods between a parent and the children. Long term separation is detrimental to the children, for it affects them mentally, thereby influencing e...