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.

Early Childhood Development and Early Learning for Children in Crisis and Conflict

This paper outlines the rationale for focusing new attention on the educational needs of young children living in fragile conditions is strong: there is a broad body of scientific evidence; the international legal framework of the UN Convention on the Rights of the Child asserts that all children have the right to health, education, legal registration, and protection from violence and separation from parents, beginning at birth; and the Sustainable Development Goals for all will be not reached without a focus on the earliest years of life in crisis and conflict situations.

Principes directeurs relatifs au déplacement de personnes à l'intérieur de leur propre pays

Francis M. Deng, le Représentant du Secrétaire général des Nations unies pour les personnes déplacées à l'intérieur de leur propre pays (1992-2004), a élaboré ces lignes directrices en 1998. Il s'agit d'un ensemble de 30 recommandations qui définissent qui sont les déplacés internes, décrivent le vaste ensemble de lois internationales existantes qui protègent les droits fondamentaux des personnes, et décrivent la responsabilité des États.

Undermining the future: Attacks on Yemen’s schools

This report, produced by Mwatana for Human Rights (Mwatana), examines attacks on and impacting schools and education facilities between March 2015 and December 2019 by the warring parties in Yemen. The report does not cover many other attacks and abuses that have killed, wounded and otherwise harmed school- age children during the conflict, which have ranged from airstrikes that have killed or wounded dozens of young children, to recruitment and use of school-age children across Yemen

Impact of Covid-19 on the right to education In Kenya

On March 15, 2020, the Kenyan government abruptly closed all schools and colleges nationwide in response to COVID-19, disrupting nearly17 million learners countrywide. The closure of institutions not only affected learners and teachers but it also brought forth numerous economic and social issues, including interrupted and loss of learning, education exclusion, homelessness, nutrition and economic crisis, childcare challenges and increase in teenage pregnancy cases, financial cost implication to households, and sexual exploitation among others.

Date: 
1 أيلول (سبتمبر) 2020

Impact of the COVID-19 crisis on the right to education: concerns, challenges and opportunities - Report of the Special Rapporteur on the right to education

In this report, the Special Rapporteur commends the efforts made by Governments, who were under harsh pressure, to preserve human lives while facing scientific uncertainties. 

Statement: New report highlights potential of the Abidjan Principles to respond to the impact of the COVID-19 crisis on the right to education

Joint statement made by GI-ESCR and the Right to Education Initiative at the 44th session of the UN Human Rights Council in July 2020 welcoming the report of the UN Special Rapporteur on the right to education on the impact of the COVID-19 crisis on the right to education.

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