18. As it currently stands, the denial of education for stateless children forces them to rely on informal or non-formal systems which are inadequate alternatives to formal education. Lack of resources, qualified educators, interruptions in studies and most importantly the lack of accreditation, and recognition often prevents stateless children from progressing to secondary and higher education. These factors have a direct impact on the value marginalised families place on education and whether children are even enrolled in school, whether they remain or whether they eventually drop-out. 19. Without a basic education, formal training or access to technical or vocational studies, stateless children become young adults with limited ability to build a sustainable livelihood let alone become self-sufficient. Without qualifications, stateless people are unable to enter the competitive work force and are forced to rely on assistance for basic survival, which further entraps them in a cycle of lifelong dependency, exclusion, and marginalisation. 20. Remaining on the periphery of society, barred from any meaningful participation, stateless children and youths are at an increased risk of developing mental health and behavioural problems, low self-esteem, and are more susceptible physical and sexual abuse, exploitation and a range of other protection issues including early marriage and child labour. Without education, they are ill-equipped to take the steps necessary to improve their socio-economic situation, or even demand rights owed to them under international human rights law. 21. As noted throughout this submission, it is the primary role of the state to ensure stateless children within its jurisdiction have equitable access to education, as prescribed under international and regional law. A failure to do so, violates the right to education, and as previously noted, has an impact on the child’s wellbeing, development and society as a whole. It should be highlighted however, that some models of informal education for stateless children have emerged as good practices to be acknowledged in the absence of the state fulfilling its obligations. While informal or non-formal education cannot and should not replace formal education, it is important to recognise good practices which provide opportunities for the advancement of stateless children, who would otherwise be left behind. These good practices have been identified by organizations working with stateless children in Pakistan17 and Malaysia18. Conclusion and Recommendations 22. This submission focused on the challenges stateless children face to access their right to education, as protected under international law, and the life-long implications and risks associated with the denial of education. The UN has recognized that education is an important part of realising a more peaceful and prosperous world and has accordingly set its agenda around ensuring that education is available for all, and that no one is left behind. Goal 4 of the UN Sustainable Development Goals obliges States to put in place measures necessary to ensure free, equitable and quality education for all, as a part of attaining the target under this goal. However, this cannot be achieved if states continue to exclude stateless and undocumented children from formal education systems. 17 18 For more information see www.imkaan.org For more information, see www.iskul.my 5