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