International Day of Education

Monica Harding Excerpts

Thursday 22nd January 2026 Westminster Hall

[Monica Harding (Esher and Walton) (LD)]

It is a pleasure to serve under you chairship, Ms Vaz. I pay tribute to the hon. Member for Southgate and Wood Green (Bambos Charalambous) for securing this debate to mark the International Day of Education this Saturday. I pay tribute to our hard-working teachers and our schools in the UK, especially in my constituency.

This should be more than a moment of reflection; it must be a call to action. Education is a moral good, but it is also one of our most effective tools to prevent poverty, conflict and instability. When children are pushed out of classrooms by war, displacement or climate disaster, the consequences are long lasting. The scale of the crisis is severe: worldwide, more than 272 million children and young people are out of school and that figure is projected to rise to 278 million due to global aid cuts.

[Ms Julie Minns (Carlisle) (Lab)]

The hon. Lady is making a powerful point about the number of children who are outside of the classroom globally and the impact that has, but it also happens in our own country. I recently visited the Gillford Centre pupil referral unit in my constituency. It does phenomenal work and, unlike other schools, the hallmark of its success is pupils leaving and going back into mainstream education. Does the hon. Lady agree that pupil referral units like the Gillford Centre make a huge contribution to closing the opportunity gap that we know exists abroad and at home?

[Monica Harding]

I agree 100%, and let us not forget that children are left behind in our country too. In my Esher and Walton constituency, we found that 1,800 children were missing school because of special educational needs and disabilities. Pupil referral units do brilliant work in bringing children back into mainstream education, which is good for our economy and for growth.

As I said, children around the world are missing education; the global aid cuts will increase that number and that rise will be concentrated in humanitarian hotspots. Education systems are being put under strain by the combined impact of conflict, climate shocks and humanitarian collapse. Last year alone, 242 million students in 85 countries saw their schooling disrupted by climate events.

Education is not a luxury; it underpins development, public health, gender equality and long-term stability, yet the global commitment is weakening just as pressures on education systems intensify. International education funding is projected to fall by $3.2 billion dollars this year—a 24% cut—placing an additional 5.7 million children at risk of dropping out of school. Cuts to the United States Agency for International Development alone are expected to push 23 million children out of education in the years ahead.

Girls will be hardest hit, with gender-focused education aid projected to fall by 28% this year, despite clear evidence that educating girls delivers some of the highest returns of any development investment. At the same time, primary education funding faces a 34% cut, with severe long-term consequences for literacy, numeracy and economic growth. Against that backdrop, the Government’s decision to cut the aid budget to the lowest level this century will only deepen the global education crisis, undermining long-term stability, prosperity and the UK’s influence abroad.

With aid projected to fall to 0.3% of national income by 2027, education funding is already being squeezed, and overseas education spending is set to drop by 40% this year alone. At the same time, one fifth of the aid budget is now spent on in-country refugee costs, crowding out overseas investment—precisely the spending that helps prevent instability and forced displacement in the first place.

Britain has not always stood on the sidelines. For many years, the UK was a leading global voice on education—particularly girls’ education—backing that leadership with sustained multilateral investment. Between 2015 and 2020 alone, UK aid helped more than 15 million children attend school worldwide.

I will now illustrate the scale of the crisis by giving examples from some of the worst-affected areas globally. Nowhere is the global collapse in education more stark than in Afghanistan, where more than 2 million girls are formally banned from secondary and higher education, making it the only country in the world to exclude girls from school legally. Meanwhile, learning outcomes for boys in the country deteriorate amid systemic breakdown. The collapse in education in Afghanistan has been worsened by the collapse of international aid: the United States has effectively disengaged from Afghanistan, while British aid to the country has fallen by nearly half over the past five years.

In the Gaza strip, over 650,000 children—almost the entire school-age population—have received little or no formal education for years, with around 97% of schools in the region having been damaged or destroyed. The United Nations Relief and Works Agency, which has long been the backbone of education provision for Palestinian refugee children, educated over half a million children in the Gaza strip and the west bank. However, it is now operating under severe legal and operational constraints imposed by the Israeli Government, including bans in east Jerusalem, the demolition of facilities, and restrictions on staff, utilities and partner NGOs.

In the Democratic Republic of the Congo, where more than 7 million children are already out of school due to conflict and displacement, a flagship education programme for girls that was previously supported by British aid is set to close this year. That will affect 170,000 children in just one region, the vast majority of whom are girls, and is a direct consequence of our aid cuts.

In fragile and conflict-affected states, education is not only about future opportunity; it also provides safety, routine and dignity right now. Schools often deliver clean water, meals, sanitation and access to child protection services. Yet globally, school feeding programmes face cuts of over 50%, while education in emergencies has been reduced by 24%, with countries such as Haiti, Somalia and the Central African Republic losing aid that is equivalent to more than 10% of their public education budget.

It should not be, and does not have to be, this way. The Liberal Democrats believe that education must be a protected priority within the aid budget and not a discretionary extra. However, that requires reversing the aid cuts and setting out a clear path back to meeting the legally enshrined target of spending 0.7% of national income on aid. I respectfully point out to the hon. Member for Romford (Andrew Rosindell) that although I agree with his words about the British Council and the potential cuts to its budget, and about the influence of British education, it is impossible to see how the British Council could be protected under the cuts that his party is proposing, whereby just 0.1% of GNI would be spent on ODA.

The International Day of Education is a reminder that behind every statistic in this area is a child whose future depends on political choices. If we are serious about reducing poverty, empowering women and building stability—which in turn will benefit the UK by providing economic trading opportunities in global markets, less compelling reasons for people to migrate to these shores, and more global stability and security for our citizens—education must move from the margins to the centre of our international priorities.

[Valerie Vaz (in the Chair)]

We now come to the winding-up speeches. The Front Benchers have 10 minutes each.