We thank Niger for this initiative, which is based on the Security Council discussions, but at the same time takes us out of our usual “box”, looking at the new realities around us.
I would like to point out why this topic is very close for Estonia:
As a member of the Security Council, Estonia has set the protection of children in conflict and the impact of new technologies among its priorities.
We firmly support the Council’s call to ensure the continuation of education in conflict and post-conflict settings to break the cycle of violence, provide knowledge and skills and to reintegrate those caught in conflict.
We believe digital technology helps us do that. We believe that digital is an equaliser. It gives those who are disadvantaged or vulnerable, including those affected by conflict, the opportunities to gain education and skills that they would not otherwise have access to.
[This aim is also echoed in the findings of the Secretary-General’s High-level Panel on Digital Cooperation, which state that by “2030 every adult should have affordable access to digital networks”.]
Building connectivity and infrastructure is key. In 1996, 5 years after regaining its independence, Estonia launched Tiger Leap – a project which aimed, i.a. to connect all schools in Estonia to the internet and to equip them with the hard- and software necessary. This was supported by teacher training.
That generation of children has now grown up and the benefits of the education and skills they gained have multiplied.
Our goal is to share what we have learned and do our part in reducing the digital divide, including digital gender divide. We are contributing to the development of e-services globally, notably in Africa through the digital memorandum between Estonia and the African Union. For refugee youth, the Estonian NGO Mondo has developed a digital competences programme. The programme has been successfully implemented for DRC refugees in Uganda and Syrian refugees in Lebanon.
We have supported the UNICEF Innovation Fund and UNICEF’s African Youth Digital Innovation Initiative.
The COVID-19 pandemic has led to the greatest disruption of education systems in history, affecting 1.6 billion learners. Refugee children and youth were already at a grave disadvantage before: half of them were out of school. Girls are in an especially vulnerable situation. Based on UNHCR data, the Malala Fund has estimated that as a result of COVID-19 half of all refugee girls in secondary school will not return when classrooms reopen.
Coordinated action between all stakeholders, including the private sector, is crucial to minimize the risk of “a lost generation”.
Reimagining education needs to go together with steps to ensure the well-being and safety of children online through safe and inclusive online platforms, building awareness and prevention skills of children and youth, their parents, caregivers, and teachers. Data protection and clear guidance is essential to ensure the safety and privacy of children and the safety of schools in conflict situations.
Mr Chair, we agree that new technologies can strengthen the opportunities to ensure education in conflict and post-conflict settings – it is no longer a detail, but a key tool.