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EDUCATION UNDER ATTACK 2014<br />
304<br />
For example, according to Jarecki and Kaisth, in three-quarters of cases of<br />
scholars granted assistance by the Scholar Rescue Fund, the sole or a<br />
contributing source of persecution was the state. Henry Jarecki and Daniela<br />
Kaisth, Scholar Rescue in the Modern World (New York: Institute of International<br />
Education, 2009), 8.<br />
305 For an outline of the kinds of attacks taking place in the higher education<br />
sector, see the Global overview in Part I of this study. Also see the ‘Attacks on<br />
higher education’ section in each country profile in Part III of this study.<br />
306 Brain drain is the process of migration of highly-skilled and educated people<br />
that implies a loss of human capital for the country of origin. Attacks on higher<br />
education may trigger involuntary migration by victims of attacks and those similarly<br />
intimidated who seek physical security elsewhere, as well as voluntary<br />
migration by those seeking more favorable, secure and open environments in<br />
which to pursue their academic interests.<br />
307 Henry Jarecki and Daniela Kaisth, Scholar Rescue in the Modern World (New<br />
York: Institute of International Education, 2009), 17-20. Iraq is a case in point in<br />
illustrating a number of consequences such as self-censorship, fear, retreat and<br />
brain drain following the systematic and widespread attacks on academics and<br />
university students. See Dirk Adriaensen, Lieven De Cauter, Ward Treunen,<br />
Christopher Parker and Sami Zemni, eds., Beyond Educide. Sanctions,<br />
Occupation and the Struggle for Higher Education in Iraq (Gent: Academia Press,<br />
2012).<br />
308 GCPEA, Study on Field-based Programmatic Measures to Protect Education<br />
from Attack (New York: GCPEA, 2011), 3.<br />
309 GCPEA, Study on Field-based Programmatic Measures to Protect Education<br />
from Attack (New York: GCPEA, 2011), 10.<br />
310<br />
Tunde Fatunde, “COTE D’IVOIRE: Campuses Closed by Conflict, Sanctions,”<br />
University World News, 27 March 2011; K. Parfait, “Pr Germain Gourène<br />
(Président de l’Université d’Abobo-Adjamé): ‘Toutes Les Mémoires sur Papier et<br />
Supports Electroniques ont été Détruites’ –’SOS pour l’ l’Université d’Abobo-<br />
Adjamé’,” Abidjan.net, 26 March 2011; Deborah-Fay Ndhlovu, “Research Africa<br />
Exclusive: Fighting in Côte d’Ivoire Disrupts Universities in Abidjan,” Research<br />
Africa, 28 March 2011; and Christina Scott and Deborah-Fay Ndhlovu, “Fighting<br />
Destroys Ivory University,” Mail and Guardian, 8 April 2011.<br />
311 African Union Mission in Somalia (AMISOM), “AMISOM forces launch a military<br />
offensive to consolidate security in Mogadishu,” 20 January 2012; “AU,<br />
Government Troops Seize al-Shabab Positions in Mogadishu,” VOA News, 19<br />
January 2012; “Somalia: Amison invited Mareeg reporter to the latest strategic<br />
military bases outside Mogadishu city,” January 2012; “AU troops battle al-<br />
Shabab in outer Mogadishu,” Al Jazeera, 20 January 2012; AMISOM, “Somali,<br />
AMISOM forces on the outskirts of Kismayo,” 30 September 2012; “Somalia:<br />
Kenyan Forces Vacate Kismayo University,” Garowe Online, 23 October 2012;<br />
Ismail Hassan, “Explosion at AMISOM Base Kills 4 TFG Soldiers - Bomb Targets<br />
AMISOM Base at Gaheyr University in Mogadishu,” Somalia Report, 17 October<br />
2011; and HRW, “Somalia: Pro-Government Militias Executing Civilians,” 28<br />
March 2012.<br />
312 HRW site visit to Sanaa University Old Campus, 22 March 2012; HRW,<br />
Classrooms in the Crosshairs - Military Use of Schools in Yemen’s Capital (New<br />
York: HRW, 11 September 2012), 16; and HRW, “No Safe Places”: Yemen’s<br />
Crackdown on Protests in Taizz (New York: HRW, 6 February 2012), 59.<br />
313 See, for example, the case of Yemen, where rebels remained on campus for<br />
three months after students began returning: HRW site visit to Sanaa University<br />
Old Campus, 22 March 2012; HRW, Classrooms in the Crosshairs - Military Use of<br />
Schools in Yemen’s Capital (New York: HRW, 11 September 2012), 16.<br />
314 See the third essay in Part II of the present volume.<br />
315 GCPEA, Institutional Autonomy and the Protection of Higher Education from<br />
Attack: A Research Study of the Higher Education Working Group of the Global<br />
Coalition to Protect Education from Attack (New York: GCPEA, 2013).<br />
316 GCPEA, Institutional Autonomy and the Protection of Higher Education from<br />
Attack: A Research Study of the Higher Education Working Group of the Global<br />
Coalition to Protect Education from Attack (New York: GCPEA, 2013), 26, 33.<br />
317 “Universidades No Pueden Ser Sanituario del Terrorismo: Mindefensa,” El<br />
Espectador.com, 21 May 2010.<br />
318 Colombia: Students in The Firing Line – A Report on Human Rights Abuses<br />
Suffered by Colombian University Students (National Union of Students,<br />
University and College Union and Justice for Colombia, July 2009), 4-5; and “Caso<br />
Jhonny Silva, a la CIDH,” El Espectador.com, 17 June 2009.<br />
319 “Hemos Recibido 312 Amenazas,” El Espectador.com, 14 November 2008;<br />
“UN, en Contacto con Las Autoridades para Denunciar Las Amenazas contra<br />
Docentes y Estudiantes,” Agencia de Noticias, 14 November 2008; and “Han<br />
amenazado, a 312 Estudiantes de La. U Nacional,” El Tiempo.com, 15 November<br />
2010.<br />
320 Brendan O’Malley, Education under Attack (Paris: UNESCO, 2007), 51-53.<br />
321 Such measures have been used recently in some Mexican universities. See,<br />
for example: “Universidades duplican sus gastos en seguridad,” Universia, 19<br />
May 2010; Manual de Seguridad para instituciones de Educación Superior:<br />
Estrategias para la prevención y atención, Anuies, 2011, 29-39.<br />
322 United Nations Office of the High Commissioner for Human Rights.<br />
323 Mario Novelli, Colombia’s Classroom Wars: Political Violence Against<br />
Education Sector Trade Unionists (Brussels: Education International, 2009), 41.<br />
324 GCPEA, Study on Field-based Programmatic Measures to Protect Education<br />
from Attack (New York: GCPEA, 2011), 10-13. For a specific example at schoollevel,<br />
see, for instance: HRW, “Targets of Both Sides”: Violence against Students,<br />
Teachers, and Schools in Thailand’s Southern Border Provinces (New York: HRW,<br />
September 2010), 47-49, 61.<br />
325 The Draft Lucens Guidelines for Protecting Schools and Universities from<br />
Military Use during Armed Conflict have tried to address the third challenge in<br />
Guideline 5 by stating that: “[T]he fighting forces of parties to armed conflict<br />
should generally not be employed on security tasks related to schools and<br />
universities except when the risk to those institutions is assessed as high; if<br />
alternative means of reducing the likelihood of attack are not feasible; if evacuation<br />
from the high risk area is not feasible; and if there are no alternative appropriately<br />
trained civilian personnel available to provide security. (a) If such<br />
fighting forces are engaged in security tasks related to schools and universities,<br />
their presence within the grounds or buildings of the school should be avoided if<br />
at all possible, to avoid compromising its civilian status and disrupting the<br />
learning environment.” GCPEA, Draft Lucens Guidelines for Protecting Schools<br />
and Universities from Military Use During Armed Conflict (New York: GCPEA, 8<br />
July 2013).<br />
326 For example, a 2009 report on human rights violations against Colombian<br />
students, issued jointly by the UK’s National Union of Students, University<br />
College Union and the UK-based NGO Justice for Colombia, concluded that the<br />
Colombian state not only did little to prevent attacks and systematically failed to<br />
capture or punish perpetrators, but also, security forces were found to have been<br />
directly involved in many of the attacks. The report suggests that in such a situation<br />
only international pressure and human rights campaigns addressed to the<br />
government can make a real difference. See Colombia: Students in The Firing<br />
Line – A Report on Human Rights Abuses Suffered by Colombian University<br />
Students (National Union of Students, University and College Union and Justice<br />
for Colombia, 2009), 5-7, 9.<br />
327 Brendan O’Malley, Education under Attack (Paris: UNESCO, 2007), 53.<br />
328 IIE/SRF, SRF Iraq: Bridging/Scholarship Support Components, October 2011;<br />
Email communication from Mr. Jim Miller, SRF, December 4, 2011, cited in GCPEA,<br />
Study on Field-based Programmatic Measures to Protect Education from Attack<br />
(New York: GCPEA, 2011), 20; UNESCO, “Launch of Avicenna Virtual Campus in<br />
Iraq,” 12 October 2009.<br />
217