eNDNOTeSCluster, October 2012), 4-5. See also: the INEE Minimum Standards forEducation: Preparedness, Response, Recovery.209 For detailed information on the provision of safe temporary learning spacesand ensuring the continuity of education during and after conflict and otherhumanitarian emergencies, please see the INEE Minimum Standards forEducation: Preparedness, Response, Recovery.210 “SOMALIA: Free education “too expensive” for Somaliland,” IRIN, 12 January 2011.211 See the “Protecting higher eduation from attack” essay in Part II of this study.212 Mario Novelli, Colombia’s Classroom Wars: Political Violence AgainstEducation Sector Trade Unionists (Brussels: Education International, 2009), 26.213 UNESCO, “Launch of Avicenna Virtual Campus in Iraq,” 12 October 2009.214 Virtual Majlis is a programme by NGO Al Fakhoora that aims at overcomingthe physical blockade of Gaza’s higher education institutions by arrangingregular online meetups between international student groups and students inGaza (http://fakhoora.org/virtual-majlis-new, accessed on 22 July 2013). See:GCPEA, Study on Field-based Programmatic Measures to Protect Education fromAttack (New York: December 2011), 20.215 CARA’s Zimbabwe Programme: Virtual Lecture Hall (http://www.academicrefugees.org/zimbabwe-virtual.asp,accessed on 29 March 2013).216 GCPEA, Study on Field-based Programmatic Measures to Protect Educationfrom Attack (New York: December 2011), 46.217 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), 7-8.218 Ibid., 28-30.219 INEE Education Cannot Wait Advocacy Working Group – see:http://www.ineesite.org/en/advocacy/working-group.220 “Education Cannot Wait: Protecting Children and Youth’s Right to a QualityEducation in Humanitarian Emergencies and Conflict Situations,” 24 September2012.221 Global Partnership for Education, “Global Leaders Demand ImmediateAttention to Children’s Education in Crisis Zones,” 24 September 2012.222 Global Education First Initiative, “2013 Education Cannot Wait Call to Action:Plan, Prioritize, Protect Education in Crisis-affected Contexts,” September 2013.223 GCPEA, Study on Field-based Programmatic Measures to Protect Educationfrom Attack (New York: December 2011), 47-8.224 Ibid.225 Information provided by a UN respondent on 5 February 2013.226 Ibid.227 General Order No. 0001, Chief of General Staff (South Sudan), 14 August 2013,14-5.228Marit Glad, Knowledge on Fire: Attacks on Education in Afghanistan - Risksand Measures for Successful Mitigation (Afghanistan: CARE International,September 2009); Bhushan Shrestha, A Mapping of SZOP Programs in Nepal(Save the Children, September 2008); and Tilman Wörtz Zeitenspiegel, ThePhilippines: Peace Zones in a War Region (Tuebingen, Germany: Institute forPeace Education).229 GCPEA, Study on Field-based Programmatic Measures to Protect Educationfrom Attack (New York: GCPEA, December 2011), 13-15. See also: Marit Glad,Knowledge on Fire: Attacks on Education in Afghanistan - Risks and Measuresfor Successful Mitigation (Afghanistan: CARE International, September 2009),44-53, 56; Bhushan Shrestha, A Mapping of SZOP Programs in Nepal (Save theChildren, September 2008); Melinda Smith, “Schools as Zones of Peace: NepalCase Study of Access to Education during Armed Conflict and Civil Unrest,” inProtecting Education from Attack: A State-of-the-Art Review (Paris: UNESCO,2010); and Tilman Wörtz Zeitenspiegel, The Philippines: Peace Zones in a WarRegion (Tuebingen, Germany: Institute for Peace Education).230 See, for example: Brendan O’Malley, Education Under Attack 2010 (Paris:UNESCO, 2010); and Watchlist on Children and Armed Conflict, No One to Trust:Children and Armed Conflict in Colombia (New York: Watchlist on Children andArmed Conflict, April 2012). In some situations, association with government orexternal agencies may create risks for education. See Antonio Giustozzi andClaudio Franco, The Battle for the Schools: The Taleban and State Education(Afghanistan Analysts Network, 13 December 2011); Marit Glad, Knowledge on Fire:Attacks on Education in Afghanistan - Risks and Measures for SuccessfulMitigation (Afghanistan: CARE International, September 2009); and UNICEF, TheRole of Education in Peacebuilding: Case Study-Nepal (New York: UNICEF, August2011).231 UNESCO, Protecting Education from Attack: A State-of-the-Art Review (Paris:UNESCO, 2010), 28.232 Marit Glad, Knowledge on Fire: Attacks on Education in Afghanistan - Risksand Measures for Successful Mitigation (Afghanistan: CARE International,September 2009), 4, 47.233 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: Partnerships to ProtectChildren in Armed Conflict (PPCC), September 2012), 8-9.234 The only piece of qualitative evidence assessing an outcome of communityparticipation identified during the research is given in CARE’s research report onAfghanistan. This states that 65% of respondents from communities with aschool that was not attacked said the community requested the building of theschool, but slightly fewer (56%) respondents from villages where the school wasattacked said the same. Hence the probability of attack may be somewhatreduced when communities themselves request or want the school - although a9% difference is not statistically significant enough to enable broad conclusions.See Marit Glad, Knowledge on Fire: Attacks on Education in Afghanistan - Risksand Measures for Successful Mitigation (Afghanistan: CARE International,September 2009), 47.235 This is an adaptation of the four-category typology, developed as part of theInteragency Learning Initiative (ILI) by Nicole Benham, Agencies, Communities,and Children: A Report of the Interagency Learning Initiative: EngagingCommunities for Children’s Well-Being (ILI, 18 August 2008), 12-18.236 See, for example, World Education, Schools as Zones of Peace Final Report toUNICEF, June 2010, as cited in Global Education Cluster, Protecting Education inCountries Affected by Conflict Booklet 3: Community-based Protection andPrevention (Global Education Cluster, October 2012), 11-12.237 Global Education Cluster, Protecting Education in Countries Affected byConflict Booklet 3: Community-based Protection and Prevention (GlobalEducation Cluster, October 2012), 12.238 See case study on Nepal in: Global Education Cluster, Protecting Education inCountries Affected by Conflict Booklet 3: Community-based Protection andPrevention (Global Education Cluster, October 2012), 11-12; and Lynn Davies,Breaking the Cycle of Crisis: Learning from Save the Children’s Delivery ofEducation in Conflict-Affected Fragile States (London: Save the Children, 2012).239 Marit Glad, Knowledge on Fire: Attacks on Education in Afghanistan - Risksand Measures for Successful Mitigation (Afghanistan: CARE International,September 2009), 45; and Dana Burde, “Preventing Violent Attacks on Educationin Afghanistan: Considering The Role of Community-Based Schools,” inProtecting Education from Attack: A State-of-the-Art Review (Paris: UNESCO,2010), 257.240 Save the Children, Rewrite the Future Global Evaluation – Nepal MidtermCountry Report (London: Save the Children, March 2009), 11, 14-16.214
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
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