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.

Joint contribution to the call for inputs by the OHCHR on the solutions to promote digital education for young people and to ensure their protection from online threats

Thi is a joint contribution to the Office of the High Commissioner for Human Rights (OHCHR)' calls for on the solutions to promote digital education for young people and to ensure their protection from online threats to be presented at the 57th session of the Human Rights Council in September 2024.

The right to be safe - Report of the Special Rapporteur on the Right to Education, Farida Shaheed

The Special Rapporteur proposes to define the right to be safe in education as the right of learners, educators and non-teaching staff to be protected from any violation of their physical, sexual or psychoemotional integrity, as well as from practices that might harm or endanger healthy relationshis within and outside the educational environment and the free expression of identities, in all educational spaces and processes, including digital ones.

El derecho a la libertad académica - Informe de la Relatora Especial sobre el derecho a la educación, Farida Shaheed

Presenta este informe sobre la libertad académica la Relatora Especial sobre el derecho a la educación, Farida Shaheed. En él, examina el derecho a la libertad académica desde la perspectiva del derecho a la educación y propone que la libertad académica pase a ser considerada un derecho humano autónomo fondamentado en varias disposiciones del derecho internacional.

 

Le droit à la liberté académique - rapport de la Rapporteuse spéciale sur le droit à l'éducation, Farida Shaheed

Dans le présent rapport sur la liberté académique, la Rapporteuse spéciale sur le droit à l'éducation, Farida Shaheed, examine le droit à la liberté académique sous l'angle du droit à l'éducation et propose de considérer cette liberté comme un droit de l'homme autonome fondé sur plusieurs dispositions du droit international.

 

ENGLISH     ESPAÑOL

Rôle et droits des professeurs : rapport de la Rapporteuse spéciale sur le droit à l'éducation, Farida Shaheed

Dans le présent rapport, la Rapporteuse spéciale sur le droit à l'éducation Farida Shaheed aborde le rôle spécial et les droits des enseignants, leur contribution à la pleine réalisation du droit à l'éducation et les difficultés qu'il y a à atteindre cet objectif.

 

ENGLISH     ESPAÑOL

The impact of climate change on education and what to do about it

This paper lays out four concrete ways in which governments can protect education systems from climate change so that their positive impacts on economic development, poverty alleviation, and social cohesion can be sustained and boosted. These are: (i) education management for resilience; (ii) school infrastructure for resilience; (iii) ensuring learning continuity in the face of climate shocks; and (iv) leveraging students and teachers as change agents. The paper presents an actionable agenda for each of these with operational examples in different contexts.

Learning at risk: the impact of climate displacement on the right to education; global report

This report aims to examine the barriers to education as a result of climate change and climate displacement, taking into account the policy implications of heightened human mobility. The comparative analysis contained is based on research undertaken in four regions around the globe (Central America and the Caribbean, Asia-Pacific, South-Eastern Europe and East Africa). The key conclusion of the analysis is that climate change poses direct and indirect threats to the fulfillment of SDG 4 and the right to education in all four regions studied.

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