Again, I hate to sound like a broken record, but around education there are similar concerns in camps and informal settlements. Presumably, the percentage of children who aren't going to school would be extremely high for various reasons. One is that in camps, in terms of the sequencing, we're not there yet in all situations. The funding hasn't been put in place. I know that UNICEF is working hard to convince donors to make education a priority for IDPs in Iraq. When it comes to informal settlements, there are various practical challenges. If you have children who have come—I can talk about Kurdistan—to the Kurdish region of Iraq, the language of instruction would normally be Arabic. In Kurdistan the language of instruction would usually be in Kurdish. Not all children are able to speak Kurdish so even if there were access for them to existing schools, you would face a considerable language barrier.
Out of that are various trickle effects as services are being put up, either formally or.... World Vision sometimes tries to provide informal education or remedial classes so that at least children don't lose track entirely. You have a challenge that as services catch up, these children will eventually fall behind.
I think the example of the no lost generation effort—Canada has contributed generously to that in Jordan and in Lebanon—is a good example where you're systematically working with the host government to address those systemic structures. One of the key things I mentioned before is that World Vision, for example, employs displaced medical personnel to provide services. It's a very practical solution you can also apply on the education side—people who have moved from one region of Iraq to another, who are able to speak Arabic with children, and who have the kinds of qualifications you'd be looking for, are able to provide those kinds of services. There are all sorts of things that, as the response and our response continues to ramp up, are in the sequencing to get to that.
In the meantime, if I may, as Bart has mentioned, there are things that World Vision tries to do to provide a sense of normalcy to these children. We've used the term “child-friendly spaces”. Again, I'll come back to that hospital I visited on Sunday, which essentially is a physical structure that is in not terrible shape, but there's no place for these children to have a routine every day. So yes, they play outside, but they've been detached from their routine of going to school, and they need that routine. One of the things that we were struck with is that some of these child-friendly spaces are rather simple in their physical structure. They are just a tent where we then are able to provide a dedicated space for these children to have, depending on their age, either as a safe place to play or a safe place to have some form of education. That is a real challenge in these informal settlements, where you have this mixture of needs and you need to sequence which needs come at which time.