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eNDNOTeS329 For instance, the Scholar Rescue Fund’s ‘Iraq Scholar Rescue Project’ hasdeveloped an ‘Iraq Scholar Lecture Series’, a distance learning programme thatscreens recorded lectures from SRF Iraqi scholar-grantees living abroad to 16universities in Iraq. In addition, a ‘Live Lecture Series’ provides ‘real time’lectures by SRF scholar-grantees living abroad to students and faculty at Iraqiuniversities in order to foster links between Iraqi scholars in the diaspora andthose within the country.330 In 2009, UNESCO in partnership with the Iraqi Ministry of Higher Educationand Scientific Research launched the Avicenna Virtual Campus for universities inIraq, which built on a previous EC-funded and UNESCO co-ordinated project forenhancing the adoption and use of Open and Distance Learning (ODL) in nineMediterranean non-EU member states. The aim of the project was to expandaccess to education and improve the quality of teacher training by promotingpartnerships and exchanges between Iraqi universities and a network of universitiesabroad.331 GCPEA, Study on Field-based Programmatic Measures to Protect Educationfrom Attack (New York: GCPEA, 2011), 20. Virtual Majlis is a programme by NGO AlFakhoora that aims at ameliorating the physical blockade of Gaza’s highereducation institutions by arranging regular online meet-ups between internationalstudent groups and students in Gaza. See “Virtual Majlis,” Fakhoora.org,2013.332 “Virtual Lecture Hall,” CARA, 2012.333 “Virtual Lecture Hall,” CARA, 2012.334 CARA, Zimbabwe programme webpage: http://www.cara1933.org/zimbabweprogramme.asp335 Denisa Kostovicova, Kosovo, The Politics of Identity and Space. (London andNew York: Routledge, 2005).336 Francesco Strazzari, “The Politics of Education, National Mobilization andState Sovereignty in The Balkans: A Forward-Looking Glance at The Past,” EUIReview (Summer 2000), 1-6.337 See, for example, the work of: The Scholars at Risk Network, 2013,http://scholarsatrisk.nyu.edu/; The Scholar Rescue Fund, 2013,http://www.scholarrescuefund.org/pages/intro.php; The Council for AssistingRefugee Academics (CARA), 2012, http://www.cara1933.org/338 European Humanities University (EHU), 2013, http://www.ehu.lt/en/339 European Humanities University (EHU), 2013,http://www.ehu.lt/en/about/supporters340 International University for Science and Technology, 2013,http://www.iust.edu.sy/341 Debra Amos, “Threatened in Iraq, Professors Open School in Syria,” NPRNews, 2 January 2007.342 Keith Watenpaugh and Adrienne L. Fricke with Tara Siegel, Uncounted andUnacknowledged: Syria’s Refugee University Students and Academics in Jordan(University of California, Davis Human Rights Initiative and the Institute forInternational Education, May 2013), 11.343 Bahá’í Institute for Higher Education (BIHE), last updated 9 September 2013,http://bihe.org/. For recent discrimination, see OHCHR, Report of the SpecialRapporteur on The Situation of Human Rights in The Islamic Republic of Iran,A/HRC/19/66 (Geneva: OHCHR, 6 March 2012), paras 59, 60.344 Friedrich Affolter, “Resisting Educational Exclusion: The Baha’i Institute ofHigher Education in Iran,” Diaspora, Indigenous, and Minority Education:Studies of Migration, Integration, Equity, and Cultural Survival, 1(1) (2007), 65-77.345 OHCHR, Report of the Special Rapporteur on The Situation of Human Rightsin The Islamic Republic of Iran, A/HRC/19/66 (Geneva: OHCHR, 6 March 2012),para 61 and footnote 43.346 One example is a joint initiative of the International Association ofUniversities (IAU) and the Magna Charta Observatory (MCO), together involvingover 1,000 HE institutions worldwide, to establish a code of ethics in highereducation. See IAU and MCO, IAU-MCO Guidelines for an Institutional Code ofEthics in Higher Education (Paris: IAU and MCO, December 2012). Although theinitiative does not focus on security issues per se, it suggests a model forexploring participatory processes for increasing protection of higher educationfrom attack.347 For a discussion of the legal frameworks protecting education, please refer toPart I of the present volume. A detailed analysis of these protections can befound in: British Institute of International and Comparative Law, ProtectingEducation in Insecurity and Armed Conflict: An International Law Handbook(Doha: Education Above All, 2012).348 For an in-depth discussion of monitoring and reporting of attacks on education,please see: Zama Coursen-Neff, “Attacks on Education: Monitoring andreporting for prevention, early warning, rapid response and accountability,” inProtecting Education from Attack: A State-of-the-Art Review (Paris: UNESCO,2010).349 Ibid.350 HRW, World Report 2010: Colombia (New York: HRW, 2010).351 HRW, Sabotaged Schooling: Naxalite Attacks and Police Occupation ofSchools in India’s Bihar and Jharkhand States (New York: HRW, 2009), 6, 55, 70-2, 84-5.352 UNGA Human Rights Council, Report of the independent international inquiryon the Syrian Arab Republic, A/HRC/S-17/2/Add.1, 23 November 2011.353 Roula Hajjar and Borzou Daragahi, “Syrian Forces Raid Dorms; 3 StudentsKilled,” Los Angeles Times, 22 June 2011.354 UNGA Human Rights Council, Report of the independent international inquiryon the Syrian Arab Republic, A/HRC/21/50, 16 August 2012.355 Wagdy Sawahel, “Aleppo Students Killed, Injured in Campus Attacks,”University World News, 4 May 2012.356 Scholars at Risk’s monitoring project website is at http://monitoring.academicfreedom.info/.357 Finnemore and Sikkink note that: “[I]nternational legitimation is importantinsofar as it reacts back on a government’s domestic basis of legitimation andconsent and thus ultimately on its ability to stay in power.” This dynamic waspart of the explanation for regime transitions in South Africa, Latin America andSouthern Europe. Martha Finnemore and Kathryn Sikkink, “International NormDynamics and Political Change,” International Organization, 52 (4) (1998), 903.358 Margaret Keck and Kathryn Sikkink, Activists Beyond Borders: AdvocacyNetworks in International Politics (New York: Cornell University Press, 1998).359 The campaign was led by the Colombian trade union ASPU, the UK-basedJustice for Colombia, Education International and the British University andCollege Union (UCU).360 Education International, “Colombia: Political Prisoner Miguel BeltranAbsolved of All Charges,” 16 June 2011; University and College Union,“Colombia’s Dr Miguel Angel Beltran absolved of all charges,” June 2011.361 This account draws upon a case study included in HRW, Targets of Both Sides:Violence Against Students, Teachers and Schools in Thailand’s Southern BorderProvinces (New York: HRW, September 2010), 56-60.362 GCPEA, Lessons in War: Military Use of Schools and Other EducationInstitutions during Conflict (New York: GCPEA, November 2012), 29.363 Ibid, 30.364 J. Sullivan and A. Elkus, “Plazas for Profit: Mexico’s Criminal Insurgency,”Small Wars Journal, 26 April 2009.365 “International Humanitarian Law and the Challenges of Contemporary ArmedConlicts,” Report presented at the 31st International Conference of The Red Cross218