This paper introduces a series of case studies looking at education for Internally Displaced Persons (IDPs). It examines the international human rights law framework for guaranteeing education to IDPs, focusing on issues such as non-discrimination and documentation that are particularly likely to arise in this context.
A short articlet on the barriers internally displaced persons are likely to face with regard to education.
A short article on natural disasters and internally displaced persons’ rights. Includes a section on access to education.
This manual provides guidance to national authorities seeking to prepare and enact domestic legislation and policies addressing internal displacement in their country.
Chapter 15 is about the protection of education during and after displacement.
The Regional Forum on the Protection of the Right to Education during Insecurity and Armed Conflict in the Middle East and North Africa Region was organized from 19-21 January 2014 in Jordan as one of the main activities of a joint project between the United Nations Training and Documentation Centre for South-west Asia and the Arab Region (OHCHR-Doha Centre) and Protect Education in Insecurity and Conflict (PEIC) – a program of Education Above All Foundation.
The report final provides information on the forum: its objectives, its findings and recommendations.
This publication considers how attacks on education during insecurity and armed conflict have been redressed in the past and may be redressed in the future. In identifying innovative approaches and new trends in the field of reparation, it reflects on how education can be used as a means of reparation and as a means to minimise the risk of conflicts recurring. In doing so, the publication brings together wide-ranging examples of law and practice from the international, regional and domestic spheres through an analysis of the relevant law in each sphere.
This study examines the use of schools and other education institutions 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.
The study also calls upon states, local organisations, and relevant international agencies to rigorously monitor military use of education institutions to devise effective, coordinated responses, including preventative interventions, rapid response, and both legal and non-legal accountability measures for those individuals or groups who contravene existing laws, judicial orders, or military orders.
This global study examines threats or deliberate use of force against students, teachers, academics, education trade union members, government officials, aid workers and other education staff, and against schools, universities and other education institutions, carried out for political, military, ideological, sectarian, ethnic or religious reasons in 2009-2013; and military use of education buildings and facilities. It focuses on targeted attacks by state military and security forces and armed non-state groups on education facilities, students or staff, not death, injury or destruction resulting from being caught in crossfire.
It does not examine school attacks by lone armed individuals with none of the above-listed motives or affiliations, such as the school shooting at Sandy Hook in the United States in 2012.
Around the world, armies and rebel groups are taking over schools and universities, turning safe places of learning into places of war. In classrooms, soldiers sleep and store weapons. In school offices, they detain and torture suspects. Playgrounds become training grounds. School grounds become battlegrounds.
This video is to accompany the End Military Use of Schools Campaign (EMUS) led by Human Rights Watch Student Task Force, Human Rights Watch Children’s Rights Division and Global Coalition to Protect Education from Attack.
Since the beginnings of 2012, at least 70 teachers and over 100 students have been killed or wounded in northern Nigeria. Educational facilities have been burned, thousands of children forced out of schools and teachers made to flee for safety. The purpose of this briefing is to draw attention to the damaging effects of this on-going violence. It calls on the Islamist armed group Boko Haram and other gunmen to immediately cease all attacks on schools; and on the Nigerian authorities to provide better protection for schools and ensure that attacks are properly investigated.