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

EDUCATION UNDER ATTACK 2014304For example, according to Jarecki and Kaisth, in three-quarters of cases ofscholars granted assistance by the Scholar Rescue Fund, the sole or acontributing source of persecution was the state. Henry Jarecki and DanielaKaisth, Scholar Rescue in the Modern World (New York: Institute of InternationalEducation, 2009), 8.305 For an outline of the kinds of attacks taking place in the higher educationsector, see the Global overview in Part I of this study. Also see the ‘Attacks onhigher 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 peoplethat implies a loss of human capital for the country of origin. Attacks on highereducation may trigger involuntary migration by victims of attacks and those similarlyintimidated who seek physical security elsewhere, as well as voluntarymigration by those seeking more favorable, secure and open environments inwhich to pursue their academic interests.307 Henry Jarecki and Daniela Kaisth, Scholar Rescue in the Modern World (NewYork: Institute of International Education, 2009), 17-20. Iraq is a case in point inillustrating a number of consequences such as self-censorship, fear, retreat andbrain drain following the systematic and widespread attacks on academics anduniversity 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 Educationfrom Attack (New York: GCPEA, 2011), 3.309 GCPEA, Study on Field-based Programmatic Measures to Protect Educationfrom Attack (New York: GCPEA, 2011), 10.310Tunde 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 etSupports Electroniques ont été Détruites’ –’SOS pour l’ l’Université d’Abobo-Adjamé’,” Abidjan.net, 26 March 2011; Deborah-Fay Ndhlovu, “Research AfricaExclusive: Fighting in Côte d’Ivoire Disrupts Universities in Abidjan,” ResearchAfrica, 28 March 2011; and Christina Scott and Deborah-Fay Ndhlovu, “FightingDestroys Ivory University,” Mail and Guardian, 8 April 2011.311 African Union Mission in Somalia (AMISOM), “AMISOM forces launch a militaryoffensive to consolidate security in Mogadishu,” 20 January 2012; “AU,Government Troops Seize al-Shabab Positions in Mogadishu,” VOA News, 19January 2012; “Somalia: Amison invited Mareeg reporter to the latest strategicmilitary 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 TargetsAMISOM Base at Gaheyr University in Mogadishu,” Somalia Report, 17 October2011; and HRW, “Somalia: Pro-Government Militias Executing Civilians,” 28March 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 (NewYork: HRW, 11 September 2012), 16; and HRW, “No Safe Places”: Yemen’sCrackdown on Protests in Taizz (New York: HRW, 6 February 2012), 59.313 See, for example, the case of Yemen, where rebels remained on campus forthree months after students began returning: HRW site visit to Sanaa UniversityOld Campus, 22 March 2012; HRW, Classrooms in the Crosshairs - Military Use ofSchools 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 fromAttack: A Research Study of the Higher Education Working Group of the GlobalCoalition to Protect Education from Attack (New York: GCPEA, 2013).316 GCPEA, Institutional Autonomy and the Protection of Higher Education fromAttack: A Research Study of the Higher Education Working Group of the GlobalCoalition to Protect Education from Attack (New York: GCPEA, 2013), 26, 33.317 “Universidades No Pueden Ser Sanituario del Terrorismo: Mindefensa,” ElEspectador.com, 21 May 2010.318 Colombia: Students in The Firing Line – A Report on Human Rights AbusesSuffered by Colombian University Students (National Union of Students,University and College Union and Justice for Colombia, July 2009), 4-5; and “CasoJhonny 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 contraDocentes y Estudiantes,” Agencia de Noticias, 14 November 2008; and “Hanamenazado, a 312 Estudiantes de La. U Nacional,” El Tiempo.com, 15 November2010.320 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, 19May 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 AgainstEducation Sector Trade Unionists (Brussels: Education International, 2009), 41.324 GCPEA, Study on Field-based Programmatic Measures to Protect Educationfrom 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 fromMilitary Use during Armed Conflict have tried to address the third challenge inGuideline 5 by stating that: “[T]he fighting forces of parties to armed conflictshould generally not be employed on security tasks related to schools anduniversities except when the risk to those institutions is assessed as high; ifalternative means of reducing the likelihood of attack are not feasible; if evacuationfrom the high risk area is not feasible; and if there are no alternative appropriatelytrained civilian personnel available to provide security. (a) If suchfighting forces are engaged in security tasks related to schools and universities,their presence within the grounds or buildings of the school should be avoided ifat all possible, to avoid compromising its civilian status and disrupting thelearning environment.” GCPEA, Draft Lucens Guidelines for Protecting Schoolsand Universities from Military Use During Armed Conflict (New York: GCPEA, 8July 2013).326 For example, a 2009 report on human rights violations against Colombianstudents, issued jointly by the UK’s National Union of Students, UniversityCollege Union and the UK-based NGO Justice for Colombia, concluded that theColombian state not only did little to prevent attacks and systematically failed tocapture or punish perpetrators, but also, security forces were found to have beendirectly involved in many of the attacks. The report suggests that in such a situationonly international pressure and human rights campaigns addressed to thegovernment can make a real difference. See Colombia: Students in The FiringLine – A Report on Human Rights Abuses Suffered by Colombian UniversityStudents (National Union of Students, University and College Union and Justicefor 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 inIraq,” 12 October 2009.217