DRAFT RESOLUTION 1.

2
United Nations High Commissioner for Refugees Education of Refugees in the Post-Pandemic
Period
Sponsors: Afghanistan, Central Africa Republic, China, Indonesia, Iran, Iraq, Mexico,
Nigeria, South Africa, Syria, Ukraine, Venezuela
Signatories: Denmark, Rwanda, Pakistan

The United Nations Higher Commissioner for Refugees,

Recalling the documents passed in UNHCR, including COVID-19 Refugees Return to

Schooling Guidelines 2020, Supporting Continued Access to Education During COVID-19, and
Emerging Promising Practices, COVID-19: Water, Sanitation and Hygiene in Schools: A safe
return to schools for refugee children and youth, 2020,
Recalling Global Compact of Refugees and New York Declaration，
Reaffirming The 1951 Refugee Convention and its 1967 Protocol, 1954 Convention relating
to the status of stateless persons, and 1961 Convention on the reduction of the statelessness,
Recognizing that the COVID-19 pandemic poses a threat to the global economy and social
stability with its unprecedented and multifaceted effects, which brings lords of financial
pressure on the host states of refugees all over the world,
Understanding that among the hardest hit by COVID-19 pandemic, the developing
countries, especially in Middle East and Africa, have already born huge financial pressure
coping with COVID-19 pandemic while managing to secure the rights of refugees,
Acknowledging the necessity to expand the sources of funding to the UNHCR on refugee
education as well as strengthen the indicator system of UNHCR to monitor the use of all funds,
Affirming the significance of the collaboration of UNHCR with the other international
organizations, including the World Bank, the International Financial Organization, and the
United Nations International Children's Emergency Fund, Asian Infrastructure Investment Bank
and the Asian Development Bank,
Recognizing the importance of implementing Global Compact on Refugees to enhance the
quality of refugee education, which ensures that refugees receive the same quality of education
as the national citizen,
Reaffirming the importance of fostering cooperation on funding under Blueprint for Joint
Action,
Reaffirming the right of every human being, without distinction of any kind, to the
enjoyment of the highest attainable standard of physical and mental health,
Recalling the cooperation between the UNHCR and WHO to strengthen andadvance public
 health services for refugees,
Recognizing that people with disabilities are not a homogeneous group and require special
needs,
Recalling the 15by30 target which is committed by UNHCR and his partners to enhance the
tertiary education,
Acting under Chapter of the United Nations,

1. Funding
1.1 Calling upon developed countries to financially contribute to host countries in
urgentneed of funds to support and sustain refugee education;

1.2 Encouraging the direct distribution of funding to the education sector of refugees,
inorder to make sure that all distributed funding is used to develop education sector of
refugees;
1.3 Promoting fund-raising through different channels, including but not limited to:
1.3.1 member states, especially those financially competent countries;
1.3.2 private sectors;
1.3.3 NGOs;
1.3.4 other UN agencies;
1.3.5 other regional, international organizations.

2. Identity confirmation

2.1 Calling for comprehensive identification of undocumented refugees by:

2.1.1 immediate improvement of the current mechanism and database so as to

provide education access, financial aid, accommodation offering in a timely
manner;

2.1.2 collaboration between countries of origin and host countries for the provision of
necessary information of refugees, including but not limited to family background,
residential area, degree of education;

2.1.3 simplification of the complex application procedures of refugee identification

underthe standard of UNHCR and lowering the threshold of admission to schools
to improve enrolment rate;

3. Integration of refugees into national education system

3.1 Recommending host countries to integrate refugee students into national education
system by:
 3.1.1 establishment of national laws to lay a legal foundation for inclusion;

3.1.2 replacement of temporary schools in refugee camps with special refugee schools;

3.1.3 integration of refugee students into local schools that provide sustainable learning
for refugees;

4. Bridging the digital gap

4.1 Urging the international community to satisfy refugee students' need for digital devices
in remote learning by:

4.1.1 providing low-tech devices such as radios and televisions in the least developed
areas where network is not accessible;
4.1.2 initiating International Digital Recycling (IDR) program that:

4.1.2.1 operating under the supervision of UNHCR;

4.1.2.2 recycling digital devices by:

i. involving countries that are willing to cooperate and countries that are in
need of digital devices;

ii. encouraging communities with abundant digital devices to donate second-

hand digital devices to refugee students;

4.1.2.3 including annual public report on amount of donation, which gives

recognition to thosewho actively participate in;

4.1.3 Promoting the implementation of Remote Teaching Program for Teachers under
UNHCR to improve teachers’ digital literacy in refugee host communities;

5. Improving technological infrastructure

5.1 Encouraging developed countries to contribute financially to the construction of the

technological infrastructure to provide stable network for remote learning in refugee
host communities;
5.2 Also encouraging developed countries to provide technological support and send
professionals to host countries through bilateral and multilateral cooperation;

5.3 Recommending governments of host countries to provide preferential policies to private

sectors, so as to encourage investment in network infrastructure;

6. Online learning resources

6.1 Suggesting the UNHCR cooperating with the global fund Education Cannot Wait (ECW)
to maximize the use of the online learning platform Kolibri that:
 6.1.1 Running on a variety of low-cost and legacy devices;

6.1.2 Setting a library of open educational resources, including digital textbooks, and
learning videos;
6.2 Calling upon UNHCR to facilitate the collaboration between refugee schools and
prestigious schools to share educational resources of high quality;

6.3 Promoting further utilization of Online Project System (OPS) proposed by Whole of
Syria (WoS), which:

6.3.1 including coordination and information of in-situ teaching projects on

management staff,transport, workshops/training;

6.3.2 encouraging more countries' participation, both the countries that in need of online
learning resources and those can provide support;
6.4 Suggesting the UNHCR cooperating with UNICEF and other organizations to establish
a supervision procedure in online learning, including periodic academic tests and
phone calls, so as to make sure that refugee students could get full enrollment and
prevent dropout.
7. Healthcare
7.1 Calling upon the UNHCR to make further cooperation with WHO to facilitate COVAX
initiative, adding the refugees as a independent subject in the distribution of vaccines
to ensure equal access to vaccines among refugees;
7.2 Urging schools to take measures to reduce infection of COVID-19, including:
a. teaching refugee students about essential steps to avoid infection, such as hand-
washing, mask-wearing, social distancing;
b. controlling the capacity of classrooms in accordance with guideline of UNHCR;
7.3 Promoting the school-based framework to ensure refugees’ access to health care,
including:
7.3.1 A manager in each school who makes sure that every refugee student get access
to health care, and reports to local education ministry if any refugee students are
out of access;
7.3.2 Trained workers from UNHCR to provide administrative assistance for managers;
7.3.3 cooperation between schools and local hospitals who are designated to each school;
7.4 Suggesting improving the reward system for medical staff to promote the incentives of
doctors, especially for the innovative and outstanding medical staff;
7.5 Recommending regular medical screening of students in order to offer physical and
mental support in a timely manner;
Multiple access to offline learning
 7.6 Advocating community-centered education which can offer education and protection
services to support the overloaded national education system;
7.7 Recommending home-based school which aims to offer basic education to young
refugee students by trained personnel;
7.8 Promoting the identification of potential teachers with literacy or vocational skills
among refugees to work as teachers;
8. Willingness
8.1 Encouraging UNHCR staff in the field to educate parents about the significance of
education;
8.2 Calling on the provision of stipend and better accommodation conditions to improve
teachers’ willingness to come back during the pandemic;

9. Financial assistance
9.1 Appealing more scholarship:
9.1.1 provided by governments, NGOs, educational institutions, international
organizations;
9.1.2 directly distributed to the target schools to ensure proper use of scholarship;
9.2 Emphasizing the importance of providing information of access to financial assistance;
10. Reduce discrimination
10.1 Resolving gender-based discrimination by:
10.1.1 promoting the establishment of girls' schools with stipend and accommodation
to increase the enrolment of girl students;
10.1.2 avoiding mandatory gender-based isolation policy in school;
10.1.3 encouraging school teachers to act as the persecution reporters to protect
refugee girls;
10.2 Recommending the UNHCR cooperating with other organizations to prevent the abuse
of girl refugee students in school, including:
10.2.1 cooperation with UN Trust Fund to End Violence against Women Program to
prevent the persecution of the girl refugees;
10.2.2 collaboration with the Office of Internal Oversight Services that offers
investigation hotline to refugee girls met with violence;
10.3 Appealing host countries to reduce the systematic discrimination based on religion and
ethnicity and help refugee children integrate into host communities by:
10.3.1 guaranteeing rights of refugee children to receive equal education together with
children in host countries;
10.3.2 promoting intercultural communication between refugees and children in host
countries by calling on schools to organize study groups where local students and
 refugee students can interact more and foster friendship;
10.3.3 educating people in host countries to fully respect refugees’ culture, customs
and religion;
10.4 Calling on publicity department of host countries to:
10.4.1 posting tags in social media, such as “Refugees Education Matters”;
10.4.2 popularizing influential organizations, such as UNHCR, UNICEF to raise
people’sawareness of refugee education and international contributions;
11. Stable employment
11.1 Appealing host countries to improve the system of vocational training for refugees by:
11.1.1 guaranteeing the right of refugees to receive vocational education to equip them
with necessary skills to get employed;
11.1.2 cultivating the sense of civic responsibilities highlighted by the No Lost
Generation (NLG) Initiative;
11.2 Encouraging host countries to establish legislation cracking down on child-labor, that
replaces punishment with rehabilitation, such as education access, formal vocational
training, and financial assistance.
11.3 Encouraging businesses and companies to join Tent of Partnership for Refugees to
provide job opportunities to refugees;
12. Supervision
12.1 Suggesting the UNHCR adding this resolution of this conference to the supervision
mechanism to track the progress of the resolution of the conference; including:
12.1.1 an annual report mechanism to measure the contribution of countries;
12.1.2 a data disclosure system to track the nationally determined contributions.