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.
This case study focuses on two factors that affect displaced children’s ability to exercise their right to education: poverty and discrimination.
This legal factsheet accompanies the Right to Education Initiative’s multimedia essay Caught in the crossfire: The right to education in eastern Ukraine. It has been made available for informational purposes only and should not be construed as legal advice.
Efforts to secure inclusive and equitable education for all have prompted calls for greater engagement by the private sector, asserting that businesses and foundations can play significant roles as partners in achieving Sustainable Development Goal 4 (SDG4).
In recent years, given shortfalls in public financing and the need for urgent responses, private actors have increasingly become involved in various aspects of educational programming for education in emergencies (EiE). The arrangement, however, can produce tensions between private engagement and humanitarian response in education, which needs to be addressed and in turn requires extra coordination, advocacy and attention. This brief explores some of these tensions and makes recommendations to support the prioritization of safe, equitable, and quality public education for all children and young people affected by crises.
INEE supports every young person’s right to education and recognizes the State as the primary duty-bearer of schooling, in alignment with international declarations, frameworks, and legal instruments that assert and protect the right to education
At the end of 2019, at least 13.4 million school-age children (5-17 years old) were internally displaced due to conflict or violence. These numbers are likely an underestimate with many internally displaced children unaccounted for due to lack of data. The periods of internal displacement are becoming longer, with years becoming decades and internally displaced children spending the majority of their school-years displaced. The majority of these children do not have access to quality, safe and inclusive education due to discrimination, financial, legal, and insecurity barriers.
The five country case studies (Afghanistan, Colombia, Somalia, Syria Ukraine) in this report demonstrate that adopting legal and policy frameworks is not enough to uphold the right to education for internally displaced children. Challenges to implementing these policies are linked to institutional, financial, political, and cultural factors.
When working on human rights issues, you should consider a person’s right to decide whether they want to be featured in written, recorded or audiovisual work.
It is an ethical consideration which protects individuals from exploitation. It is also a legal requirement: in many countries you cannot share, store or publish content if consent has not been obtained.