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PART I — GLOBAL OveRvIeW Schoolchildren displaced by fighting in the southern Philippines watch through the windows of a temporary classroom provided by UNICeF at an IDP camp in Talayan, Maguindanao, Mindanao, the Philippines. © 2010 Agron Dragaj/Redux 72
EDUCATION UNDER ATTACK 2014 convened by INEE and UNESCO in April 2013. INEE has developed a Guidance Note on Conflict-Sensitive Education 206 and USAID was commissioning work on conflict-sensitive sector planning in 2013. Protect Education in Insecurity and Conflict (PEIC) and the UNESCO International Institute for Educational Planning are beginning a capacity-building project for crisis-sensitive education. Safety measures, including emergency drills, have become a part of school policy in some places in an effort to mitigate the impact of potential attacks. In Mexico, for example, in response to crossfire in shootouts near to schools, teachers in a number of states were given training on how to keep their students safe during gun battles and schools began to hold drills. 207 Aside from protection, a key problem affecting recovery from attacks is providing continuity of education for students affected by violence or whose schools have been destroyed. To ensure this happens, education authorities must develop and implement plans which respond to current emergencies and prepare for future ones; for example, they should ensure that education is protected and continuous for displaced populations – whether displaced internally or across borders – as well as for those who remain in their place of origin; and that regulations are in place to guarantee the safety of rebuilt or replaced facilities as well as the availability of temporary learning facilities in the meantime. 208 UN agencies and NGOs frequently supplement government efforts in areas of conflict by providing temporary learning spaces for displaced school populations, often in the form of tented classrooms, as well as emergency education supplies. 209 In Somalia, for example, the Somali Formal Education Network, an umbrella group for 55 schools in Mogadishu and three other regions, helps teachers follow communities when they are uprooted, sometimes teaching under trees or tents. When an area becomes dangerous, the school authorities look for another location and move to ensure that education continues. 210 73
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Part III - Country profiles .......
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At a school in Lahore, Pakistan, pe
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An Afghan youth looks through textb
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eNDNOTeS 1 Malala Yousafzai with Ch
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eNDNOTeS where the government (unde
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eNDNOTeS 137 For a more in-depth di
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eNDNOTeS Cluster, October 2012), 4-
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eNDNOTeS 272 In September 1986, the
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eNDNOTeS 329 For instance, the Scho
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eNDNOTeS 404 UNSC, Children and Arm
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eNDNOTeS 484 Ibid. 485 Ibid., 359-3
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eNDNOTeS 568 Defensoría Del Pueblo
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eNDNOTeS Conflict: Report of the Se
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eNDNOTeS 736 HRW, Sabotaged Schooli
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eNDNOTeS 809 Farnaz Fassihi, “Reg
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eNDNOTeS rate attacks in Iraq,” X
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eNDNOTeS 982 “Authority Orders Re
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eNDNOTeS suspected drug violence in
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eNDNOTeS attacks an Islamic Religio
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eNDNOTeS “Seven-year-old killed i
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eNDNOTeS 1294 Ibid. 1295 The World
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eNDNOTeS 1374 UNSC, Children and Ar
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eNDNOTeS pre-independence and South
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eNDNOTeS spark Arab Spring-style pr
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eNDNOTeS 1572 UNSC, Children and Ar
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eNDNOTeS Aslan Amani, “Turkey’s
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eNDNOTeS 1737 “Yemen: Rebel Occup
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