Lessons in War 2015: Military Use of Schools and Universities during Armed Conflict

This study examines the use of schools and universities for military purposes by government armed forces and opposition or pro-government armed groups during times of armed conflict or insecurity. Schools are used for barracks, logistics bases, operational headquarters, weapons and ammunition caches, detention and interrogation centres, firing and observation positions, and recruitment grounds.

The study highlights examples of good practice, in which governments have adopted policies that explicitly ban or restrict militaries from using education facilities.

Include Us! A study of disability among Plan International's sponsored children

Based upon Plan International's dataset of 1.4 million sponsored children, the report compares sponsored children with a disability to those without, from 30 countries worldwide. The report, produced in collaboration with London School of Hygiene & Tropical Medicine, reveals that children with disabilities in developing countries are being held back from an education. The findings will help Plan International - and other researchers and organisations - to improve responses to the needs of children with disabilities, particularly their health and education.

Safe Schools Declaration

The Safe Schools Declaration is an inter-governmental political commitment that provides countries the opportunity to express support for protecting students, teachers, schools, and universities from attack during times of armed conflict; the importance of the continuation of education during armed conflict; and the implementation of concrete measures to deter the military use of schools.

Guidelines for protecting schools and universities from military use during armed conflict

The Guidelines were drawn up with the aim of better protecting schools and universities from use by armed groups for military purposes, and to minimise the negative impact that armed conflict has on students’ safety and education. They provide concrete guidance to states and non-state armed groups for the planning and execution of military operations. They may also serve as a tool for organisations engaged in monitoring, programming, and advocacy related to the conduct of armed conflicts.

El verdadero fin del conflicto armado: Jóvenes vulnerables, educación rural y construcción de la paz en Colombia

Colombia está ante la histórica oportunidad de dejar atrás un conflicto que ha afectado directamente a su población por décadas. Los acuerdos finales entre el gobierno de Colombia y las FARC-EP permitirán la construcción de una paz estable y duradera. Sin embargo, la firma y refrendación del acuerdo de paz con las FARC-EP, de capital importancia, deben entenderse como el inicio del verdadero proceso para lograr la paz.

Eight reasons why the Safe Schools Declaration matters

‘I felt that humanity has ended. I mean, a place of learning, to be hit in this way, without warning… where is humanity? ...It is supposed to be illegal in any war to strike such places…’ 

A teacher’s account of airstrikes on al Shaymeh School, Hodeidah, Yemen (25 and 27 August 2015) in ‘Schools Under Attack in Yemen’ Amnesty International Report (11 December 2015).

Date: 
27 November 2016

Were Afraid for Their Future - Barriers to Education for Syrian Refugee Children in Jordan

“Today, Syrian refugee children in Jordan face a bleak educational present, and an uncertain future. Close to one in three—226,000 out of 660,000—Syrians registered with the United Nations refugee agency in Jordan are school-aged children between 5-17 years old. Of these, more than one-third (over 80,000) did not receive a formal education last year.”

No Lost Generation – Holding to the Promise of Education for All Syrian Refugees

This report looks at the challenges facing two countries on the front-line of the global refugee crisis – Lebanon and Turkey. Between them, these countries have some 732,000 children out of school aged 5-17. In both cases the level of need vastly outstrips the resources available. There are not enough teachers, schools or classrooms – and the education infrastructure that does exist is deteriorating. Refugee children face additional challenges in adapting to a new curriculum. Compounding these challenges, refugee poverty, insecurity and vulnerability create barriers of their own.

Report of the United Nations High Commissioner for Human Rights on the Protection of Economic, Social and Cultural Rights in Situations of Armed Conflict

In this report, submitted pursuant to General Assembly resolution 48/141, the United Nations High Commissioner for Human Rights considers the protection of economic, social and cultural rights in situations of armed conflict, with a specific focus on the rights to health and to education.

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