First page of a civil society position paper discussing the global emergency state of education due to the COVID-19 pandemic, with references to UNICEF and UNESCO reports.
Policy Paper

Addressing Inequalities In Education With Post-2020 EU Aid

In response to Commissioner Urpilainen’s commitment to allocate 10% of the EU’s aid to education, ACT EU, FCA, and 10 other NGOs have prepared recommendations on how and where to spend these funds. The focus of EU aid to education should be on strengthening government systems, especially in Sub-Saharan Africa. The EU should continue implementing a twin-track approach to address inequalities in education. This involves allocating general funding to enhance the quality, resilience, and inclusivity of education systems for all, while also providing targeted funding to support learners at higher risk of being left behind.

Education is in a state of global emergency

The COVID-19 pandemic has triggered a global education emergency, disrupting societies and jeopardising years of progress towards achieving the Sustainable Development Goals (SDGs). The widespread closure of schools has affected over 1.6 billion children and young people worldwide, with particularly adverse effects on the most marginalised communities. Children with disabilities, girls, and those from low-income households have faced significant barriers to accessing remote learning opportunities, exacerbating existing educational inequalities. Moreover, the economic strain resulting from the pandemic threatens to undermine education budgets, jeopardising essential support services provided by schools, such as school feeding programmes and access to sanitation facilities.

The European Union is in a unique position to support education

The EU’s commitment to allocating 10% of human development spending to education presents a unique opportunity to address these challenges and support children’s education globally. Priority should be given to strengthening government systems, especially in regions like Sub-Saharan Africa, where educational disparities are most pronounced. By investing in public education systems, the EU can lay the foundation for more resilient and inclusive education systems that can withstand future crises.

Education in the geographic programmes

The EU must prioritise education, particularly basic education, in countries most in need through the National Indicative Programmes (NIPs). This support should be tied to commitments from recipient countries to maintain or increase their domestic spending on education during the support period. Additionally, the EU should adopt a gender and inclusion lens across all aspects of education, including planning, budgeting, and expenditure.

  • Targeted funding for government initiatives is essential for enrolling out-of-school children and ensuring the return to education of marginalised groups, including girls, refugees, and children with disabilities. This requires targeted funding for initiatives such as cash transfer schemes, which can help alleviate financial barriers to education. Sector support should focus on improving the quality of learning through teacher training programmes, the provision of adequate resources, and the development of inclusive curricula. Additionally, investments in child protection, including the prevention of school-related gender-based violence and the provision of psychosocial support, are essential to creating safe and supportive learning environments.
  • Grants to civil society organisations play a vital role in complementing government efforts and reaching marginalised communities that may otherwise be overlooked. Grants to CSOs can support initiatives such as community-based education programmes, teacher training workshops, and the provision of educational resources to underserved areas. By engaging local actors and grassroots organisations, the EU can ensure that education aid reaches those who need it most and is tailored to the specific needs of each community.
  • Technical assistance for key basic services is necessary to ensure accessibility of services, such as distance learning initiatives and sanitation facilities in schools. This includes expanding infrastructure to support remote learning, providing appropriate devices and digital materials, and ensuring that educational resources are available in accessible formats for students with disabilities. By investing in these essential services, the EU can help bridge the digital divide and ensure that all learners have equal opportunities to access quality education.

Over the 7-year period, the EU should strengthen national education budgets through direct contributions or support for actions driving public investment in inclusive and quality education. If funding is insufficient through thematic programmes, the EU could allocate funds from NIPs to co-fund initiatives by the Global Partnership for Education (GPE). Delivering aid through multilateral organisations can maximize effectiveness.

The EU must ensure partner countries have the capacity and support to reopen schools safely, prioritizing inclusive quality basic education. Technical and Vocational Education and Training (TVET) can address children’s needs, boost attendance, and equip youth with market-relevant skills. Gender-transformative and youth-responsive investments in TVET are crucial.

Multi-year funding, tailored to address educational needs in protracted crises, is essential. Geographic programmes should provide funding complementary to ECHO support in fragile contexts, contributing to resilience building and conflict prevention. This includes strengthening education systems and providing support in conflict-affected areas, such as through WASH infrastructure and school feeding programmes.

Education in the thematic programmes and EU commitments to education globally

Multilateral organisations such as the Global Partnership for Education (GPE) and Education Cannot Wait (ECW) play a crucial role in coordinating global efforts to address educational inequalities. The EU should continue to support these initiatives and work closely with other donors to mobilise resources and implement effective education programmes. By leveraging multilateral partnerships, the EU can maximise the impact of its education aid and ensure that it reaches those most in need.

Operationalising the education benchmark

To operationalise the education benchmark and ensure that funds are allocated effectively, the EU should prioritise basic education and target funding towards public, inclusive education systems. This requires a twin-track approach, with general funding to strengthen education systems for all and targeted funding to support vulnerable learners. Integration of a gender-transformative approach is essential to address gender disparities in education and promote gender equality.