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World Report 2011 - Human Rights Watch

World Report 2011 - Human Rights Watch

World Report 2011 - Human Rights Watch

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SCHOOLS AS BATTLEGROUNDSUse of Schools for Military PurposesClosely related to targeted attacks on schools is the use of school facilities bynational armed forces or other armed groups. Attracted by schools’ centrallocations, solid structures, and electrical and sanitation facilities, some securityforces take over schools for weeks or months, and sometimes years. InBihar and Jharkhand states in India, for example, where government securityforces took over dozens of schools as outposts in conflicts with Maoist rebels,all of the 21 school occupations <strong>Human</strong> <strong>Rights</strong> <strong>Watch</strong> investigated in 2009 and2010 had lasted between six months and three years. Military use of schoolsnot only disrupts students’ education, it may itself provoke attacks fromopposing forces.Even when schools are not being used for classes, military use is problematicbecause attacks by opposing forces can destroy school infrastructure and blurthe lines between civilian and military installations, potentially exposingschools to attack when students return. When security forces take over aschool, they frequently fortify and militarize the school buildings andgrounds—for example, by establishing reinforced sentry boxes, digging trenches,and constructing protective walls of barbed wire and sand bags. Whensecurity forces leave, they often leave these fortifications behind. This placesthe school in ongoing danger by giving the appearance of a military presencelong after the forces have left.In some instances, security forces entirely displace students. In none of thecases investigated by <strong>Human</strong> <strong>Rights</strong> <strong>Watch</strong> had governments taken steps toprovide alternative educational facilities of comparable quality to children displacedby military occupations of school facilities.In other cases, militaries occupy only certain areas within schools, with classescontinuing to be held in the unoccupied parts. Such partial occupation ofschools is also problematic. In partially occupied schools visited by <strong>Human</strong><strong>Rights</strong> <strong>Watch</strong> in India and southern Thailand, students, teachers, and parents41

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