Ms Jane-Ann McKenna:

I thank the Chairman. I am delighted to have the opportunity to meet with the committee in person. On behalf of Dóchas and our members, I warmly welcome the committee's engagement with us on the issue of education in international development. I also thank all committee members for their engagement with my colleagues on the Conference of the Parties, COP26, and the need to shift from commitment to action. We welcome the fact that the Oireachtas has moved to approve the climate budget framework, which will allow for greater monitoring of Ireland’s actions to reduce emissions and contribute to a more sustainable world for current and future generations.

Today, Dóchas members would like to speak to the committee about their role in supporting the provision of quality education for children and young people living in marginalised communities around the world. We know that for many of these children, conflict, poverty and the real impact of climate change on their livelihoods has been compounded by the devastating impact of Covid-19. This pandemic has caused the largest disruption to education in history. Since April 2020, global school closures have impacted over 90% of the world’s student population in more than 200 countries. It is the most marginalised - girls, children with disabilities, those in conflict-affected regions and those living in poverty - who are bearing the brunt of school closures. For example, according to recent research from the Brookings Institution, published last year, when schools reopened after six months of closure in Uganda and Kenya, up to 20% of girls failed to return. Similarly, a study of nearly 400 of the hardest to reach rural adolescent girls in Kenya, Rwanda, Tanzania and Uganda found that 34% had lost a parent or guardian to Covid-19. Of that number, 70% had to pursue income-generating activities and 86% could not afford to return to school.

This unprecedented disruption to education has rolled back substantial gains made as part of sustainable development goal 4 on education. In fact, as recently as two years ago, it was predicted that getting children into primary schools was one of only two goals that were likely to be achieved within the timeframe. It goes without saying that this is perhaps now no longer the case. It is imperative that we act now to prevent the exit from education of millions of children, especially girls, from being a permanent one. Building back stronger, more gender-responsive and resilient education systems that are prepared for future shocks, stresses and school closures requires a multipronged approach. Underlying causes, including vaccine equity, conflict resolution and equality, must be addressed to ensure that children can fulfil their right to education, health and protection.

I will introduce my colleagues who will speak to the committee virtually today. Fr. Frank Bird will be first to speak. He is the director for the Marist Asia Foundation, which has been supported by Misean Cara to carry out a Burmese migrant secondary education programme on the Thailand-Burma border. We will then cross continents to speak to Laban Onisimus, education lead with Plan International in Nigeria. Finally, we will cross to the Horn of Africa to speak with Mr. Ali Dirshe who is working with Concern Worldwide in Somalia.

Here in Ireland, we recognise the importance of investing in education. We have seen the real societal and economic impact this investment brings. Today, the committee will hear how, against many odds, communities around the globe, supported by Dóchas members, are doing all they can to ensure thousands of children receive a quality education. We ask that members of this committee support our aim of ensuring that all children can access safe, quality education, no matter where they live. We ask the committee to support the right to a free education for all children, especially those in marginalised and forgotten communities, and to ensure it stresses the importance of dedicated and flexible funding for children in emergency and conflict settings, particularly those who are refugees or are displaced. Finally, we ask that as part of Ireland's commitment to achieving the sustainable development goals by 2030, the committee monitors and interrogates Ireland's approach to how we can reach the furthest behind first, when it comes to sustainable development goal 4 on quality education.

I will hand over to Fr. Bird, who is joining us from New Zealand.