Emergenza istruzione

DAVOS – In un mondo ideale, se i bambini avessero bisogno di aiuto lo otterrebbero. Se i ragazzi o le ragazze fossero costretti ad abbandonare le loro case o le scuole a causa della guerra, di calamità naturali o di altre situazioni di crisi, la comunità internazionale, nel giro di qualche giorno, metterebbe a punto un piano per tutelare il loro benessere immediato. E tali piani prevederebbero non solo interventi a salvaguardia della vita, ma anche sostegno psicologico e istruzione che garantiscono opportunità e speranza. Questi luoghi esistono. Sono le scuole.

Sfortunatamente, il nostro è tutt’altro che un mondo ideale. Se i bambini hanno bisogno di aiuto, i giorni diventano settimane e mesi. Centinaia di bambini disperati diventano migliaia e col tempo milioni. La speranza lascia il passo a una miseria prolungata – non per pochi mesi o un anno, ma in media per più di un decennio. I bambini sono esclusi dalle scuole, senza opportunità e condannati a vivere in condizioni insostenibili – soggetti al lavoro minorile o costretti a chiedere l’elemosina, venduti a scopo di matrimonio, trafficati, arruolati nelle bande criminali o reclutati dagli estremisti.

Quello che è accaduto negli ultimi anni nel Sudan del sud, nel nord della Nigeria e in Iraq – e anche in Giordania e in Libano, dove a centinaia di migliaia di bambini rifugiati siriani si sta negando la possibilità di tornare a scuola – rappresenta un ottimo motivo per la creazione di un nuovo fondo umanitario per l’istruzione in caso di emergenze. Quello che è accaduto durante la crisi dell’ebola in Liberia, Guinea e Sierra Leone – dove le scuole che accoglievano cinque milioni di bambini sono rimaste chiuse o non hanno riaperto abbastanza presto – è un’altra ottima ragione. Lo Yemen e il Chad saranno le prossime.

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