Education was recognised as a humanitarian priority with the establishment of the Education Cluster in 2006. The Education Cluster is responsible for coordinating and managing the various actors and activities supporting education during a humanitarian response. This thesis examines how the activities of the Education Cluster support the fulfilment of the right to education during humanitarian emergencies. It does so through an examination of the activities proposed by the Education Cluster for humanitarian relief to education, and an analysis of the objectives pursued through those humanitarian relief activities.
Literature on education as a humanitarian priority was first examined using qualitative methods of content analysis to identify objectives and justifications for education in emergencies. Using a human rights approach, the frequencies of activities proposed in numerous Consolidated Appeals Processes (CAP) over a 28 month period were measured and analysed through quantitative methods. The findings clearly indicate that the fulfilment of the right to education is an explicit objective of the Education Cluster activities. The majority of Education Cluster activities proposed in the CAP are in support of the acceptability of education – what is taught and the manner and environment in which it is taught – followed by the activities to ensure the availability and accessibility of education, and finally to support the adaptability of education. By meeting these obligations, the rights to, in and through education are fulfilled. Yet there are components of the education sector that are neglected by the Education Cluster activities but which must be considered for greater support in future humanitarian responses.