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When Astrid Marquez Saavedra walked into her fourth-grade classroom in Trinidad and Tobago for her first day of school, she was eager to learn math—her favorite subject.But the prospect of teaching fellow students about her homeland Venezuela was equally exciting. “I would like them to know about my country,” the 11-year-old Venezuelan refugee said.Astrid was among the first cohort of refugee and migrant children from Venezuela permitted by the Government to enter the national public education system in Trinidad and Tobago in September 2024. This milestone came five years after the Government of Trinidad and Tobago conducted a national registration exercise for Venezuelan refugees and migrants. While participating Venezuelans were granted the right to live and work in Trinidad and Tobago, registration permits did not give refugee and migrant children access to government-funded schools.After amending the country’s immigration regulations in 2024, the 2,421[1] Venezuelan children who were registered with the Government finally became eligible for public school enrollment.At first, 60 of at least 148 children who applied for enrollment met the admission criteria, including possession of a certified, translated birth certificate and immunization record. Those 60 children received letters assigning them to a school.There is still much work to be done to overcome the barriers that limit the wider inclusion of the more than 2,000[2] refugee and migrant children who are not yet enrolled in the public education system. Although efforts were made to provide alternative learning opportunities though programmes supported by UNICEF, UNHCR and their partners, or to place children in private schools, the solution that would ensure more sustainable outcomes would be to open the national public education system to the Venezuelan refugee and migrant children.Nonetheless, providing education access to the first cohort of 60 children was an important step in Trinidad and Tobago’s commitment to fully meeting its obligations under the Convention on the Rights of the Child.“These young people, should they stay in Trinidad and Tobago, would be adequately prepared to enter the workforce of this country, filling gaps in the labor market and contributing to innovation and sustainability,” said IOM Trinidad and Tobago Head of Office ad interim, Desery Jordan-Whiskey. “It’s also an opportunity for these children, who are mostly Spanish-speaking, to contribute just as much as they would gain by helping their peers learn a second language.”This milestone in refugee and migrant integration in Trinidad and Tobago was the culmination of public and behind-the-scenes advocacy by a coalition of UN agencies, civil society organizations, the diplomatic corps, and denominational education boards all working together in collaboration with the government.“It’s been a real team effort,” reflected UNHCR Head of Office for Trinidad and Tobago, Amanda Solano. “It shows how different organizations can contribute to addressing a complex problem together.”  Reflecting on the outcome, U.S. Ambassador to Trinidad and Tobago Candace Bond said, “This achievement is a direct result of years of hard work and collaboration between government, civil society, and diplomatic partners.  The progress we have made together on inclusive education will be life-changing for these children and their families.”Collaborative Advocacy and StrategyCoordination among different UN agencies was instrumental. UNICEF, UNHCR, and IOM, buttressed by the UN Resident Coordinator, Joanna Kazana, spearheaded the UN’s leadership on this strategic advocacy effort.“Championing the cause of access to education is best served when different teams in the UN are all moving in the same direction, in similar ways, with the same partners,” Ms. Kazana reflected. “And in this case, the UN was able to take an effective leadership role to bring external partners along on this journey by ensuring that our own collaboration was strong and synchronized. In doing this, we ensured our partners saw a united front, and our audiences heard a coherent message.”The Sustainable Development Goals (SDGs) give the UN a valuable framework to identify commonalities, according to the UNICEF Eastern Caribbean Office. “Collaboration with other UN agencies is most effective when it is rooted in areas where our efforts naturally intersect, as they do under the SDGs,” said UNICEF Eastern Caribbean Representative a.i. Jean-Benoit Manhes and Deputy Representative Tanya Radosavljevic.“We ensured that everyone who could contribute sat at the table, helped build trust, and highlighted our shared goals,” Solano explained. “By presenting a united front, we could advocate more effectively for these children’s educational rights.”Another component of this strategy was effectively leveraging the UN’s role as a convener to bring different stakeholders to the table.One such forum was the Education Working Group (EWG)[3], a committee co-chaired by UNICEF and UNHCR that comprises denominational school boards, faith-based organizations, NGOs, and development organizations. “We stayed abreast of changes and adapted our advocacy strategy to respond to new developments,” the EWG said in a joint statement. “We met with the diplomatic corps and government ministries. We ensured we had solidarity in our messaging, and we advocated in different spaces using singular messaging to promote integrating children on the move into the national education system.”A successful collaborative space for stakeholders to share ideas and rally around common objectives was the Humanitarian Breakfast Series, a quarterly knowledge exchange event hosted under the banner of the UN Secretary-General’s Regional Inter-Agency Coordination Platform for Refugees and Migrants from Venezuela (R4V) and co-chaired by IOM and UNHCR.Each installment of the series discussed different imperatives for the social and economic integration of Venezuelan refugees and migrants living in Trinidad and Tobago. The right to receive an education featured prominently during this series.In fact, it was during the July 2023 edition of the Humanitarian Breakfast Series that the country’s Minister of Foreign and CARICOM Affairs officially announced the Government’s decision to allow refugee and migrant children to enter the public school system. “It was a major breakthrough,” Ms. Solano recalled.The UN agencies that collaborated on this strategic advocacy effort all agree that the right to receive an education is an example of the way human rights overlaps with sustainable development. They say this nexus helped build compelling advocacy messaging that resonated with local partners.“By working across the humanitarian-development-peace nexus, UNICEF was able to connect initiatives we launched in the development sector with the humanitarian space,” Mr. Manhes and Ms. Radosavljevic said in a joint interview. “This approach helped us highlight why integration is essential for achieving long-term impact.”“Advocating for access to education is key to bridging the gap between immediate humanitarian needs and long-term development goals,” Ms. Solano said. “By providing education to refugee and migrant children, we’re not just meeting their immediate needs—we’re investing in their future and the future of Trinidad and Tobago.”Beyond Advocacy: Direct Support for FamiliesThe coalition of like-minded stakeholders didn’t stop at simply advocating for change. The EWG supported the country’s Ministry of Education by assisting with initial English language proficiency testing, facilitated by the Pan American Development Foundation (PADF) in collaboration with the University of the West Indies (UWI). Although this was no longer required in the final registration process, the assessment remains available to assist schools in preparing for students.PADF also provided professional support and services with the certified translation of birth certificates, a requirement in the Ministry of Education’s application guidelines for Venezuelan families.Recognizing families' financial hurdles, EWG members coordinated efforts to reduce economic strain and enable students’ focus on learning and thriving. UNHCR provided school supplies and backpacks, PADF offered access to textbooks and other school supplies, and UNICEF disbursed grants to support any unmet needs, including uniforms, textbooks, and transportation. UNICEF and UNHCR continue working with partners to offer informal parallel education programs and integrated services through Child-Friendly Spaces, so these children can access learning while they wait for places in the national school system. Through the Heroes Development Program, PADF and its partner the Heroes Foundation also provide complementary life skills development and alternative education support for children and youth who are unable to access formal schools in Trinidad and Tobago.As this coalition of partners continues collaborating with the government to widen access to education for Venezuelan refugee and migrant children, they know consistency will be key to achieving results.“A very crucial, but challenging, aspect of advocacy is that it takes time to knock and keep on knocking at the door to trigger meaningful action,” Jordan-Whiskey notes.In the next phase of this collaboration, the Education Working Group is working with the Government of Trinidad and Tobago to better understand all the training and logistical support that would be required to accommodate larger numbers of refugee and migrant children into local schools.The hope is that many more students like Astrid will be able to walk into the nation’s classrooms to start the 2025-2026 academic year.[1] 2019 END-OF-YEAR REPORT CARIBBEAN SUB-REGION[2] https://newsday.co.tt/2024/08/20/nearly-2000-migrant-children-left-out-23-venezuelans-to-start-school/[3] The Education Working Group includes UNICEF, UNHCR, Catholic Education Board of Management, Pan American Development Foundation (PADF), Living Water Community, Catholic Commission of Social Justice, and Heroes Foundation., filtered_html