comply, they faced punishment, possibly death. But if they acceded to the demands,they were treated as Maoists sympathizers by the security forces. 78Displacement is another common cause of children’s schooling being suspended orpermanently ended, because there is no school to go to in their new surroundingsor because they must spend their time trying to earn a living in order to survive. 79In Colombia, some 1.35 million children have lost all access to education throughforced displacement. 80Watchlist on Children in Armed Conflict reported in 2004 that 500,000 school-agechildren in Colombia do not enrol in elementary school each year and about 3 million14- to 17-year-olds are not in school. The attendance rate of children aged 12 to 17dropped by two percentage points between 1997 and 1999. UNICEF and Save theChildren have attributed the growing drop-out rate to a combination of poor-qualityeducation and the disruptive effects of the armed conflict.Becoming a child soldier keeps hundreds of thousands of children out of schoolworldwide and some volunteer precisely because they do not have access to schooland see becoming a soldier as the only means to escape poverty and secure survival.A study of former child soldiers in Colombia found that 40 per cent could not reador write. 81Disruption is the most common side-effect of attacks, wearing away at theeffectiveness of the school system. Amnesty International reported in 2005 that, inmany areas of Nepal, schools had been entirely shut down due to the destruction ofpremises, lack of teachers, military operations and threats by the CPN-M. In otherareas, children were getting fewer than 100 days schooling a year because of Maoistactivities, such as ‘political education’ sessions. 82In Thailand, the constant assassinations have forced large groups of between 100and 1,000 schools to close for a week at a time because teachers are fearful of goingto work or pupils are traumatized in the aftermath of attacks. The insecurity has ledto a high turnover of teachers and a lowering of the quality of school educationcompared to other parts of the country, according to <strong>UNESCO</strong> Bangkok. Universities78 Sue Bateman, The Times <strong>Education</strong>al Supplement, 20 September 2002, ‘Teaching Staff FleeMaoist Atrocities’.79 UNICEF (2006) ‘Situation of Women and Children in Nepal, 2006’80 Fecode, 11 January 2007, ‘La lucha integral por los derechos humanos y Fecode’.81 Erika Paez, Enabling <strong>Education</strong> Network, 27 June 2003, ‘Child Soldiers in Colombia, SouthAmerica’.82 Amnesty International, 2005, ‘Nepal: Children Caught in the Conflict’.49
also are struggling to attract students from all over Thailand, as they used to, whichin turn leads to a lower quality of entrant.In the Palestinian Autonomous Territories, schools serving 12,000 children wereclosed for almost 5 months during continuous curfews imposed in 2000. DuringIsrael’s Operation Defensive Shield in March to May 2002, some 600,000 Palestinianchildren of school age were unable to attend school on a regular basis. Likewise,Palestinian attacks on school buses and other targets have kept Israeli children athome. A study of Israeli schools in 2000, before violence escalated, found that 6.5per cent of secondary school pupils and 4.6 per cent of secondary students reportedavoiding going to school at least once a month due to fear of violence on the wayto or at school. 83<strong>Education</strong> International says that ways must be found to protect education fromthe effects of fighting and end the perception of schools as legitimate targets bycombatants. “We believe in quality education for all,” Jan Eastman said. “Childrenshould not have to suffer the loss of education and worse, the actual violence, nomatter what the reason for the conflict.”83 Watchlist on Children and Armed Conflict, September 2002, Israel/Palestinian AutonomousTerritories.50