eua_2014_full.pdf?utm_content=buffer4a392&utm_medium=social&utm_source=twitter

EDUCATION UNDER ATTACK 2014241GCPEA, Study on Field-based Programmatic Measures to Protect Educationfrom Attack (New York: GCPEA, December 2011), 13-15; and Save the Children,The Future is Now: Education for Children in Countries Affected by Conflict(London: Save the Children, 2010), 14.242 “Nepal Case Study: Schools as Zones of Peace - PowerPoint PPTPresentation,” Powershow.com, accessed 24 April 2013.243 Pushpa Iyer, Peace Zones of Mindanao, Philippines: Civil Society Efforts toEnd Violence (Massachusetts: Collaborative Learning Projects, October 2004).244 Melinda Smith, “Schools as Zones of Peace: Nepal Case Study of Access toEducation during Armed Conflict and Civil Unrest,” in Protecting Education fromAttack: A State-of-the-Art Review (Paris: UNESCO, 2010), 266-267.245Note also that Save the Children reports that attendance levels of children inproject schools were higher than in schools not included in the Save the Childrenprogramme; this might in part be attributed to reduced disruptions as a result ofSZOP.246 GCPEA, Study on Field-based Programmatic Measures to Protect Educationfrom Attack (New York: GCPEA, December 2011), 13-15.247 Save the Children, Rewrite the Future Global Evaluation Nepal MidtermCountry Report (London: Save the Children, March 2009), 9.248 Ibid., 10.249 When classes take place outside or in makeshift structures, increaseddistractions for students, limited supplies, poor facilities and environmentalfactors may contribute to truancy and higher dropout rates. See Bede Sheppardand Kyle Knight, Disarming Schools: Strategies for Ending The Military Use ofSchools during Armed Conflict (New York: HRW, 31 October 2011).250 UNESCO, Protecting Education from Attack: A State-of-the-Art Review (Paris:UNESCO, 2010), 28.251 ANI Video News, “India: Students in Jharkhand Worried over MaoistViolence,” 29 June 2011, as cited in GCPEA, Study on Field-based ProgrammaticMeasures to Protect Education from Attack (New York: GCPEA, December 2011),45.252 Save the Children ran and implemented a programme entitled Rewrite theFuture, with the aim of improving education in conflict-affected states. The objectivesincluded increasing access, with one of the possible activities to achieveincreased access being school rehabilitation or construction. See for example:Frances Ellery and Katy Webley, The Future is Now: Education for Children inCountries Affected by Conflict (London: Save the Children, 2010); Save theChildren, Rewrite the Future Global Evaluation Nepal Midterm Country Report(London: Save the Children, March 2009); and Lynn Davies, Breaking the Cycle ofCrisis: Learning from Save the Children’s Delivery of Education in Conflict-Affected Fragile States (London: Save the Children, 2012).253 See, for example: Daniel Dickinson, “Providing education to conflict-affectedchildren in the remote regions of Central African Republic,” UNICEF, 31 December2009; “Schooling on the Run,” The Guardian, 23 April 2009; and “Central AfricanRepublic troubles,” Thomson Reuters, last updated 17 December 2013.254 GCPEA, Study on Field-based Programmatic Measures to Protect Educationfrom Attack (New York: GCPEA, December 2011), 16, 39.255 Education For All (EFA), Global Monitoring Report - Youth and Skills: PuttingEducation to Work (Paris: UNESCO, 2012).256 Christine Groneman, “Desk Study on Field-Based Mechanisms for ProtectingEducation from Targeted Attack,” in Protecting Education from Attack: A State-ofthe-ArtReview (Paris: UNESCO, 2010), 233. Alternative schooling can also preventor reduce future cycles of violence. Save the Children has addressed issues ofdiscrimination against minorities (such as Hindu and Sikh communities) inmainstream education in Afghanistan. One school was set up in a Sikh temple,with a Sikh director and Muslim teachers. This initiative came from a Muslimchild media group, who discovered that children from Hindu and Sikh communitieswere not attending school. This initiative has implications for widening religioustolerance. See Lynn Davies, Breaking the Cycle of Crisis: Learning fromSave the Children’s Delivery of Education in Conflict-Affected Fragile States(London: Save the Children, 2012), 9-10.257 GCPEA, Study on Field-based Programmatic Measures to Protect Educationfrom Attack (New York: GCPEA, December 2011), 43.258 “What is Bantay Ceasefire?” Mindanao People’s Caucus, 18 November 2012.259 Watchlist on Children and Armed Conflict, Getting It Done and Doing It Right:Implementing the Monitoring and Reporting Mechanism on Children and ArmedConflict in The Democratic Republic of Congo (New York: Watchlist on Childrenand Armed Conflict, January 2008), 6; and Moni Shrestha, The Monitoring andReporting Mechanism on Grave Violations against Children in Armed Conflict inNepal 2005 – 2012: A Civil Society Perspective (Nepal: PPCC, September 2012),8-9.260 Moni Shrestha, The Monitoring and Reporting Mechanism on GraveViolations against Children in Armed Conflict in Nepal 2005 – 2012: A CivilSociety Perspective (Nepal: Partnerships to Protect Children in Armed Conflict(PPCC), September 2012), 8-9.261 GCPEA, Study on Field-based Programmatic Measures to Protect Educationfrom Attack (New York: GCPEA, December 2011), 51.262 Lisa Deters, “Ivory Coast: Thousands of Children Still Out of School,” Save theChildren, 4 May 2011.263 Tilman Wörtz Zeitenspiegel, The Philippines: Peace Zones in a War Region(Tuebingen, Germany: Institute for Peace Education), 2.264 For a detailed analysis of the nature, scope and motives of attacks, pleasesee the Philippines profile in Part III of the present volume; and UNSC, Childrenand Armed Conflict: Report of the Secretary-General, A/66/782–S/2012/261, 26April 2012.265 Mario Cabrera, “Schools as ‘Zones of Peace’,” UNICEF Philippines.266 Primary steps in the process include: establishing coordination mechanisms;carrying out community assessments; establishing mechanisms for ongoingdialogue between various stakeholders; establishing a Code of Conduct for theDeclaration of LIZOP; community skills assessment and capacity strengthening;awareness-raising; community-level days of celebration and declaration ofpeace; and monitoring and advocating for government monitoring and enforcementof legislation – including establishing stronger links with MRM monitoringmechanisms.267 Brenda K. Diares, “A Situational Assessment of Attacks on Education in thePhilippines,” Save the Children International, 23 November 2012, 14-16.268 Mindanao People’s Caucus (MPC), “Youth Volunteers for Peace ActionNetwork.”269 Unless stated otherwise, the legislation mentioned is listed in Brenda K.Diares, “A Situational Assessment of Attacks on Education in the Philippines,”Save the Children International, 23 November 2012; Congress of the Philippines,“Special Protection of Children Against Abuse, Exploitation and DiscriminationAct,” Republic Act No. 7610, 17 June 1992; Bede Sheppard and Kyle Knight,Disarming Schools: Strategies for Ending The Military Use of Schools duringArmed Conflict (New York: HRW, 31 October 2011); Cotabato Province, “The Childand Youth Welfare and Development Code of Cotabato Province,” ProvincialOrdinance No. 292, 2003; “The Davao City Children’s Reference Code,”Resolution no. 7725, 2 December 1994; Government of the Philippines,“Philippines: GRP – MILF Sign Civilian Protection Agreement,” Relief Web, 28October 2009; Congress of the Philippines, “Republic Act 9851,” RA 9851,Republic of the Philippines, 27 July 2009; “Convention on the Rights of theChild,” OHCHR, 2 September 1990 (Ratefied by the Philippines in 1999).270 “Learning Institution as Zones of Peace (LIZOP): A case study,” PowerPointpresentation given by Yul Olaya, 20 October 2012; and Mario Cabrera, “Schoolsas ‘Zones of Peace’,” UNICEF Philippines.271 “What is Bantay Ceasefire?” Mindanao People’s Caucus, 18 November 2012.215