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eNDNOTeS
Cluster, October 2012), 4-5. See also: the INEE Minimum Standards for
Education: Preparedness, Response, Recovery.
209 For detailed information on the provision of safe temporary learning spaces
and ensuring the continuity of education during and after conflict and other
humanitarian emergencies, please see the INEE Minimum Standards for
Education: Preparedness, Response, Recovery.
210 “SOMALIA: Free education “too expensive” for Somaliland,” IRIN, 12 January 2011.
211 See the “Protecting higher eduation from attack” essay in Part II of this study.
212 Mario Novelli, Colombia’s Classroom Wars: Political Violence Against
Education Sector Trade Unionists (Brussels: Education International, 2009), 26.
213 UNESCO, “Launch of Avicenna Virtual Campus in Iraq,” 12 October 2009.
214 Virtual Majlis is a programme by NGO Al Fakhoora that aims at overcoming
the physical blockade of Gaza’s higher education institutions by arranging
regular online meetups between international student groups and students in
Gaza (http://fakhoora.org/virtual-majlis-new, accessed on 22 July 2013). See:
GCPEA, Study on Field-based Programmatic Measures to Protect Education from
Attack (New York: December 2011), 20.
215 CARA’s Zimbabwe Programme: Virtual Lecture Hall (http://www.academicrefugees.org/zimbabwe-virtual.asp,
accessed on 29 March 2013).
216 GCPEA, Study on Field-based Programmatic Measures to Protect Education
from Attack (New York: December 2011), 46.
217 GCPEA, Institutional Autonomy and the Protection of Higher Education from
Attack: A Research Study of the Higher Education Working Group of the Global
Coalition to Protect Education from Attack (New York: GCPEA, 2013), 7-8.
218 Ibid., 28-30.
219 INEE Education Cannot Wait Advocacy Working Group – see:
http://www.ineesite.org/en/advocacy/working-group.
220 “Education Cannot Wait: Protecting Children and Youth’s Right to a Quality
Education in Humanitarian Emergencies and Conflict Situations,” 24 September
2012.
221 Global Partnership for Education, “Global Leaders Demand Immediate
Attention to Children’s Education in Crisis Zones,” 24 September 2012.
222 Global Education First Initiative, “2013 Education Cannot Wait Call to Action:
Plan, Prioritize, Protect Education in Crisis-affected Contexts,” September 2013.
223 GCPEA, Study on Field-based Programmatic Measures to Protect Education
from Attack (New York: December 2011), 47-8.
224 Ibid.
225 Information provided by a UN respondent on 5 February 2013.
226 Ibid.
227 General Order No. 0001, Chief of General Staff (South Sudan), 14 August 2013,
14-5.
228
Marit Glad, Knowledge on Fire: Attacks on Education in Afghanistan - Risks
and Measures for Successful Mitigation (Afghanistan: CARE International,
September 2009); Bhushan Shrestha, A Mapping of SZOP Programs in Nepal
(Save the Children, September 2008); and Tilman Wörtz Zeitenspiegel, The
Philippines: Peace Zones in a War Region (Tuebingen, Germany: Institute for
Peace Education).
229 GCPEA, Study on Field-based Programmatic Measures to Protect Education
from Attack (New York: GCPEA, December 2011), 13-15. See also: Marit Glad,
Knowledge on Fire: Attacks on Education in Afghanistan - Risks and Measures
for Successful Mitigation (Afghanistan: CARE International, September 2009),
44-53, 56; Bhushan Shrestha, A Mapping of SZOP Programs in Nepal (Save the
Children, September 2008); Melinda Smith, “Schools as Zones of Peace: Nepal
Case Study of Access to Education during Armed Conflict and Civil Unrest,” in
Protecting Education from Attack: A State-of-the-Art Review (Paris: UNESCO,
2010); and Tilman Wörtz Zeitenspiegel, The Philippines: Peace Zones in a War
Region (Tuebingen, Germany: Institute for Peace Education).
230 See, for example: Brendan O’Malley, Education Under Attack 2010 (Paris:
UNESCO, 2010); and Watchlist on Children and Armed Conflict, No One to Trust:
Children and Armed Conflict in Colombia (New York: Watchlist on Children and
Armed Conflict, April 2012). In some situations, association with government or
external agencies may create risks for education. See Antonio Giustozzi and
Claudio Franco, The Battle for the Schools: The Taleban and State Education
(Afghanistan Analysts Network, 13 December 2011); Marit Glad, Knowledge on Fire:
Attacks on Education in Afghanistan - Risks and Measures for Successful
Mitigation (Afghanistan: CARE International, September 2009); and UNICEF, The
Role of Education in Peacebuilding: Case Study-Nepal (New York: UNICEF, August
2011).
231 UNESCO, Protecting Education from Attack: A State-of-the-Art Review (Paris:
UNESCO, 2010), 28.
232 Marit Glad, Knowledge on Fire: Attacks on Education in Afghanistan - Risks
and Measures for Successful Mitigation (Afghanistan: CARE International,
September 2009), 4, 47.
233 Watchlist on Children and Armed Conflict, Getting It Done and Doing It Right:
Implementing the Monitoring and Reporting Mechanism on Children and Armed
Conflict in The Democratic Republic of Congo (New York: Watchlist on Children
and Armed Conflict, January 2008), 6; and Moni Shrestha, The Monitoring and
Reporting Mechanism on Grave Violations against Children in Armed Conflict in
Nepal 2005 – 2012: A Civil Society Perspective (Nepal: Partnerships to Protect
Children in Armed Conflict (PPCC), September 2012), 8-9.
234 The only piece of qualitative evidence assessing an outcome of community
participation identified during the research is given in CARE’s research report on
Afghanistan. This states that 65% of respondents from communities with a
school that was not attacked said the community requested the building of the
school, but slightly fewer (56%) respondents from villages where the school was
attacked said the same. Hence the probability of attack may be somewhat
reduced when communities themselves request or want the school - although a
9% difference is not statistically significant enough to enable broad conclusions.
See Marit Glad, Knowledge on Fire: Attacks on Education in Afghanistan - Risks
and Measures for Successful Mitigation (Afghanistan: CARE International,
September 2009), 47.
235 This is an adaptation of the four-category typology, developed as part of the
Interagency Learning Initiative (ILI) by Nicole Benham, Agencies, Communities,
and Children: A Report of the Interagency Learning Initiative: Engaging
Communities for Children’s Well-Being (ILI, 18 August 2008), 12-18.
236 See, for example, World Education, Schools as Zones of Peace Final Report to
UNICEF, June 2010, as cited in Global Education Cluster, Protecting Education in
Countries Affected by Conflict Booklet 3: Community-based Protection and
Prevention (Global Education Cluster, October 2012), 11-12.
237 Global Education Cluster, Protecting Education in Countries Affected by
Conflict Booklet 3: Community-based Protection and Prevention (Global
Education Cluster, October 2012), 12.
238 See case study on Nepal in: Global Education Cluster, Protecting Education in
Countries Affected by Conflict Booklet 3: Community-based Protection and
Prevention (Global Education Cluster, October 2012), 11-12; and Lynn Davies,
Breaking the Cycle of Crisis: Learning from Save the Children’s Delivery of
Education in Conflict-Affected Fragile States (London: Save the Children, 2012).
239 Marit Glad, Knowledge on Fire: Attacks on Education in Afghanistan - Risks
and Measures for Successful Mitigation (Afghanistan: CARE International,
September 2009), 45; and Dana Burde, “Preventing Violent Attacks on Education
in Afghanistan: Considering The Role of Community-Based Schools,” in
Protecting Education from Attack: A State-of-the-Art Review (Paris: UNESCO,
2010), 257.
240 Save the Children, Rewrite the Future Global Evaluation – Nepal Midterm
Country Report (London: Save the Children, March 2009), 11, 14-16.
214