 My name is Dean Brooks, and I'm the Director of the Interagency Network for Education and Emergencies. I wanted to start off this afternoon's session with a thank you to UNU Wider, of course, for organizing this event and for bringing me here. This is very exciting to be a part of this. And also to Finnish Church Aid, who has provided a wonderful schedule allowing all of us here on the panel to visit, to finish schools and understand the context here in Finland and learn from that. So thank you to everyone. And we have a very distinguished group of folks on the panel that I will introduce as they speak. So if you'll wait just a bit, I'll give you a longer introduction. But before we get into the panel discussion, I wanted to tell you just a bit about the Interagency Network for Education and Emergencies. So if you'll actually look up here, you'll see that INE is a network of 12,000 members. More than that, every day, three or four new people join. And all of you here in the room, if you're interested in education and emergencies, you are welcome to join. It's a free, open network. All of our tools and resources are also free and downloadable in multiple languages. And we consist of academics like yourself. The UN actually is our founding body. So UNESCO, UNICEF, UNHCR are the founding agencies. And our mission, our overarching goal is to promote access to quality, safe and relevant education for all persons affected by crisis, which is really what this discussion today is all about. One thing I think is very important to explain when I'm describing INE is that we have very specific functions. And INE's functions are not to build a school in car, for example, but actually to support our members who are building that school, supporting the ministry, for example, with good resources that would help them. So we have these six functions, which is about community building, about convening, knowledge management, amplifying and advocating for good practice in the field, facilitating and learning and providing. So we're a global network where our team is scattered around the world. We have staff sitting in Geneva, Norway, Zimbabwe, Chile. I sit in New York, actually. But that sounds like a lot of people, but it's actually about a team of 10 people. So we're a very lean network at the same time. So what we actually are really working towards are these four points. Access to quality, relevant and safe education, integration of education into all humanitarian interventions, sustainable funding and holistic policies. And then the last one is the minimum standards for education and emergencies, which is our foundational tool and resource for practitioners, for governments, policymakers, to ensure that the delivery of education is done so in a quality way. So today's discussion is really about this point on quality, and we're going to come back to it throughout the day. I wanted to just start off with this point, that the right to education is most at risk in emergencies, but it's also the exact time when it's needed most. Conflict is a major barrier to education. Globally, we know that 63 million children and youth are out of school, living in conflict affected areas. But the other thing that we know is that communities, parents, children prioritize education, and we know this again and again earlier I was talking with colleagues. Every emergency that I've been a part of responding to, you always find the community has started the schools before you get there, or they've organized the students in, you know, spaces under the trees, and then the NGOs and the humanitarian actors come and we build on that work. But it has always been a priority, and globally we're seeing more and more emphasis on that. Even though it is a priority, the sad fact is that education is underfunded when it comes to humanitarian funding. Only globally 2% of humanitarian funding is for education and emergencies. So yes, we need political commitment. Yes, we're starting to see more of that, but at the same time, it's not fast enough. It's not happening fast enough. So I would say today's session, this panel is really going to be looking at this need to join up for governments and the humanitarian and development actors to come together to collaborate more, to discuss solutions. And I would say that the experts on this panel are the ones to be talking to us about that. So I'm very happy they're here. And we're also going to try to focus on innovation. So how can innovation actually support response? So at this time, we're actually going to show you a little video. And this is created by Finnish Church Aid, and I will just let the video get started. Have you ever wondered what happens to a child who doesn't have access to education? We all know children who don't have access to education are at great risk of harsher destinies. Not only are they lacking in maturing, cognitive skills, but they run the risk of being abducted, trafficked, forced to work for armed groups, and even forced into early marriage. Everybody has the right to education. However, in 2016, 263 million children and youth are out of school, and equivalent to a quarter of the population of Europe. The number includes not only dropouts of primary and secondary school, but those who are left out of upper secondary school. Crisis and conflicts are a major barrier to accessing education. Being out of school is often a reality for refugees, even in Europe. For example, in May 2016, 100% of refugee children in Greece had no access to school. Globally, 63 million out-of-school children and youth live in conflict-affected areas. FCA is dedicated to improving the quality of education in emergencies. We work in fragile contexts and increasingly relate to people on the move. Our solution is to offer innovations in order to guarantee quality education. FCA's flagship invention is the Global Teachers Without Borders Network and its education specialists, who are deployed to support the professional development of teachers in developing countries. We also support education sector development, particularly in emergency and fragile contexts. And we are known to provide effective access to inclusive, learner-friendly and safe learning environments. As we put people's resilience, their well-being and the fulfilment of their rights at the centre of our work, psychosocial well-being of children and youth is improved through recreational activities and sports. FCA also aims to find practical ways of ensuring the accessibility and quality of vocational education. We link vocational education to the job market to facilitate employment. Take for example Uganda, a country with one of the youngest populations. We're one in two Ugandans around the age of 15 years. 75% are under the age of 30. However, only 2% get vocational education. FCA's vocational school in the refugee settlement of Roanranja in West Uganda is the only vocational school with a radius of 150 kilometres. We have children from Taza and families from Vizuri. I'm from Elimu. I live in Maisha. I live in Takao. I live in Elimu. I live in Takao. I live in Elimu. I live in Takao. I live in Takao. I live in Takao. I live in Takao. I live in Takao. The innovative solutions lie in the heart of FCA's work. Our unique education programmes aim to empower the students and open their eyes to opportunities they never thought were possible through entrepreneur and job readiness education. The aim is to improve entrepreneurial thinking through practical work and provide support for students in creating business ideas. This far, education in emergencies has not been a political priority. But when you ask refugee children, youth and their families, their biggest hope and motivation for looking for a better tomorrow is quality education. Education is a human right and yet receives less than 2% of all humanitarian funding. We need to continue to inspire political commitment as supporting education is an effective way of constructing a more sustainable future for both nations and their children and youth. I want to be a pizza. I want to be a pile of doughnuts. Nice. I want to be a football player. I think that video does a nice job of introducing us to today's discussion. One final thing I'd like to say before we start was this morning when Elizabeth Wren mentioned the Democratic Republic of Congo in the first session and she said that she was told, whatever you do, please provide education. So I think this ties in very much to that statement earlier today.