A/HRC/43/63 25. A senior education adviser at UNHCR, Becky Telford, called for closing the enrolment gap between displaced children and their non-refugee peers. It was crucial to focus on the protracted nature of enforced displacement and its impact on refugee children’s education. The Refugee Education 2030 strategy, of UNHCR, was aimed at ensuring refugee children and youth reached parity with their non-refugee peers at the primary, secondary and tertiary level. The global compact on refugees recognized the right of refugee children to be included in host countries’ education systems. As one third of refugees lived in the poorest countries, it was important to consider how best to support host governments in providing education to refugee children. There were specific needs around language support and enrolment procedures, which included removing barriers such as the requirement for birth certificates or for previous school registration documents or certificates. Refugees’ school attendance alongside their non-refugee peers benefited all children, by promoting tolerance and inclusion. The global compact was an opportunity to deliver on refugee education and to include refugees in education systems – a condition for achieving Sustainable Development Goal 4. 26. Alison Joyner, an education in emergencies specialist at Plan International Norway, spoke about ensuring education for girls and young women in conflict and emergency situations, based on the rights-based “Minimum Standards for Education: Preparedness, Response, Recovery”, of the Inter-Agency Network for Education in Emergencies. Girls in crises saw education as crucial to their future well-being, enabling them to claim rights, access jobs and become more self-reliant and resilient. Local advocacy and relationshipbuilding contributed to long-term progress towards girls’ education, changing attitudes and addressing harmful social norms and violence against girls. Plan International worked with partners, including ministries of education, to address root causes of vulnerability and gender inequality, and supported gender-responsive education sector planning at the governmental level. Following displacement or quick-onset disaster, children needed safe places to learn, that met their immediate education and well-being needs, including psychological support. Curricula, teaching methods and learning materials needed to be non-discriminatory and gender-responsive and class management needed to be childfriendly. Pregnant girls and young mothers should be supported to remain in education – including through targeted outreach, part-time formal schooling and vocational training. Girls’ and young women’s participation in good-quality education contributed to long-term peace and stability. 27. Arizza Nocum, a youth representative of Extremely Together, an initiative of the Kofi Annan Foundation, examined the role of education in countering recruitment of youth by violent extremist groups. Multiple drivers, including discrimination, lack of purpose, and political and religious factors, pushed often vulnerable young people towards violent extremism. Investment in education to prevent violent extremism required targeted social media campaigns, engaging young influencers and media networks, working with religious educators, including families in education, and understanding youth. Young people needed to understand why peace was an indispensable part of education, and the importance of values needed to sustain peaceful communities. Peace strengthened and improved societies, to unite and share common goals. Increased understanding across diverse groups also improved the chances of addressing global problems, including corruption, climate change and transnational terrorism. Young people must learn critical and independent thinking to resist fake news, propaganda and demagogues. They needed to learn to unlearn in order to develop better habits, paths and life views. 28. The Global Education Director of Save the Children, Bushra Zulfiqar, examined how education safeguarded children and youth and helped them rebuild their lives in crisis settings. The effects of conflict and emergencies on children and education were multifaceted, and included displacement, psychological stress, missing certificates, loss of learning, increased violence and enforced recruitment. Well-delivered education in emergencies could provide a safe, stable, protective environment, restoring dignity, hope, emotional health and peace. It provided access to life-saving information and survival skills, such as preventing sexual abuse, identifying landmines, and better nutrition. Ms. Zulfiqar called for a global action plan on securing learning outcomes in pre-primary and basic education, particularly for the countries that were the furthest behind and for the poorest and most marginalized children. She recommended enhanced funding for 8