2010年联合国大会关于紧急情况下教育权利的决议为所有国家、人道主义行动者和联合国机构建立了一个重要的实施框架。在危机时期保护教育的一个问题是，教育能否被看作是人道主义应对危机的一部分，还是一个发展问题。关于这个问题的辩论在紧急情况下对资金有实际意义。那些认为教育是发展问题的人更倾向于用紧急资金来解决诸如食物、住所和清洁水等拯救生命的问题。另一方面，挪威和加拿大政府以及许多专家认为，教育是任何人道主义应对行动的“第四支柱”，包括食物、住所和健康。“集群方法”是正在进行的人道主义改革议程的一部分，目的是改善国际社会应对危机的方式。人道主义应对评估报告指出，需要更及时、可预见和有效的人道主义行动，并启动了人道主义改革进程。2006年，机构间常设委员会(IASC)批准了教育部门。集群方法是实现更及时、可预测和有效的人道主义行动的关键支柱之一。它指的是人道主义回应的官方协调机制，使教育在危机时期成为人道主义反应的一部分。
加拿大英语essay代写:联合国大会
The 2010 UN General Assembly Resolution on the right to education in emergency situations established an important implementation framework for all States, humanitarian actors and UN agencies.[15] Part of the issue to protecting education in times of crises is whether education can be seen as part of a humanitarian response to crisis or whether it is a development issue.[16] The debate on this issue has practical implications on funding during emergency situations. Those who hold the view that education is a development issue would prefer emergency funding to be spent on life-saving matters like food, shelter and clean water.[17] On the other hand, the governments of Norway and Canada, along with many experts, consider education to be the 'fourth pillar' of any humanitarian response, alongside food, shelter and health.The cluster approach is part of the ongoing Humanitarian Reform Agenda for improving ways in which the international community responds to crises. The Humanitarian Response Review identified the need for more timely, predictable and effective humanitarian action and launched a process of humanitarian reform.[19]Â In 2006, the Inter-Agency Standing Committee (IASC) endorsed the Education Cluster.[20] The cluster approach is one of the key pillar for achieving more timely, predictable and effective humanitarian action. It refers to the official coordination mechanism for humanitarian response thus making education part of humanitarian response in times of crises.
