Education Cannot Wait announces $3 million grant for refugee children in Chad

N’DJAMENA, May 15 (Xinhua) — The Education Cannot Wait (ECW) global fund on Monday announced on social media the allocation of a $3 million initial emergency response grant dollars for refugee girls and boys from Sudan to Chad.

“It is imperative to provide immediate access to education to children and adolescents fleeing the brutal conflict in Sudan and taking refuge in neighboring countries. This safety net is crucial to meet their immediate needs, protect them and preserve their future,” said ECW Executive Director Yasmine Sherif, who last week undertook high-level missions with the United Nations High Commissioner for Refugees (UNHCR) in Chad in areas bordering Sudan. where 60,000 people have arrived recently.

Since conflict erupted in Sudan on April 15, more than 200,000 people have crossed the border into Egypt, Ethiopia, Central African Republic, South Sudan and Chad to flee the violence. The UNHCR estimates that this number could reach 860,000 people due to the escalation of the conflict.

According to the source, the refugees arrive in precarious conditions and urgently need help and support in empowerment. More than 70% of pre-registered refugees are children. Without access to safe and protective learning environments, uprooted girls and boys face higher risks of child marriage, sexual violence, exploitation, hunger, recruitment into armed groups and attacks.

The new 12-month emergency first response grant will be implemented by UNHCR and its partners, in close coordination with the Chadian government. The grant brings ECW’s total investment to support the education of vulnerable children in Chad to more than $41 million.

In total, ECW investments in Chad have reached more than 830,000 children since 2017, with a focus on refugee, internally displaced and host community children, girls, children with disabilities and other vulnerable children. ECW’s holistic support has improved school infrastructure, school feeding, quality learning materials, mental health and psychosocial services, teacher training, and inclusive education approaches. END