This page includes a curated list of resources about attacks on education, education in emergencies, and related topics from various education, development, humanitarian, and human rights organizations, as well as from academic researchers. It is intended to be a resource bank of advocacy, research, and response articles, reports, books, websites, datasets, and other relevant materials.
This briefing paper addresses the progress that Afghanistan had made since 2001 on increasing access to education for Afghani children, and how due to ongoing conflict, increasing insecurity and attacks on education, there has been a reversal in this progress since 2018.
The 2019 GEM Report continues its assessment of progress towards Sustainable Development Goal 4 (SDG 4) on education and its ten targets, specifically focusing this year on the implications of different types of migration and displacement for education systems but also the impact that reforming education curricula and approaches to pedagogy and teacher preparation can have on addressing the challenges and opportunities posed by migration and displacement.
This report is a summary on the workshop hosted by Norway, Sierra Leone, Zambia, and the GCPEA that focused on the implementation of the Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict with representatives from ministries of defense, education, and the national armed forces of 14 of the 17 African states that already endorsed the Safe Schools Declaration, as well as regional and international peacekeeping and education experts.
This Toolkit is based upon the Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict and comprises a number of practical tools intended as teaching aids, guidance and aides memoire for national Ministries of Defense, military trainers, officers and soldiers, and their equivalent for non-state armed groups, involved in the planning and conduct of military operations.
This document serves as a technical guide for ministries of education, local education officials, communities, NGOs, and international agencies
seeking to develop localized templates on actions that school-based actors can take to protect schools, students, and teachers from attack.
This Framework for Action seeks to provide governments with a non-exhaustive list of suggestions, recommendations, and examples that can assist them as they determine the appropriate way to implement the
commitments made through endorsement of the Safe Schools Declaration.
This document was jointly prepared by the International Committee of the Red Cross and the International Federation of Red Cross and Red Crescent Societies to propose resolutions for factors impeding humanitarian rights in education.
This book takes on the complex issues and controversies surrounding the history, theory, and practice of customary international law as it reexamines customary law's increasingly important role in world affairs.
This guide is a result of the GCPEA conducting a wide-ranging consultation with representatives of higher education networks and associations from Europe, Africa, the Middle East, Asia and the Americas to understand the causes and consequences of such attacks and to identify measures to increase protection.
The aim of this paper is to describe what is actually being done in the
field at the school-level to protect education from attack, identifying
the risks and challenges involved, and drawing out lessons learned and
recommendations from these measures as well as other literature on
Using a distinctly contextual approach, this book addresses the challenges of the diversity of interpretation within Islamic legal traditions, by combining theoretical perspectives on Islamic law with insight into how local understandings impact on the application of law in Muslim daily life.
This report summarizes the GCPEA hosted workshop that brought together more than 75 field practitioners, program managers, and
Ministry of Education officials, who comprised country teams from 11 different countries, to examine how to better safeguard education in conflict.
This book is concerned with the international regulation of non-state armed groups and specifically, it examines the possibility of subjecting armed groups to international human rights law obligations.
This paper describes how current humanitarian aid systems neglect the education of children and adolescents in countries affected by or emerging from conflict, and more and better targeted aid is needed.
This study uses examples from every region of the world, and demonstrates both the practice of militaries using education institutions and the consequences of such use for students, educators and communities.
This manual covers the concrete steps required for the implementation of the Geneva Conventions and their Additional Protocols, the various weapons treaties, the Rome Statute of the International Criminal Court and other relevant treaties.
This Menu of Actions is intended as a resource to empower
personnel of ministries responsible for education to better prevent
attacks on education or protect schools from military use, mitigate the impact of attacks when they do occur, and respond to attacks.
This publication identifies trends in the practice and contribution of UN human rights mechanisms to the protection of education in times of insecurity and armed conflict and offers recommendations on how such protection might be strengthened.
This article describes the ruling of the ICC on Thomas Lubanga's war crime of conscripting and enlisting children under the age of 15 and using them to participate actively in hostilities in conflicts not of an international character.
In this evaluation of the international legal standing of the right to reparation and its practical implementation at the national level, Christine Evans outlines State responsibility and examines the jurisprudence of the International Court of Justice, the Articles on State Responsibility of the International Law Commission and the convergence of norms in different branches of international law, notably human rights law, humanitarian law and international criminal law.
Conor McCarthy's study of the Rome Statute's regime of victim redress provides a comprehensive exploration of this framework, examining both its reparations regime and its scheme for the provision of victim support through the ICC Trust Fund.
The objective of the UNESCO-UIS/OECD/EUROSTAT data collection on education statistics is to provide internationally comparable data on key aspects of education systems, specifically on the participation and completion of education programs, as well as the cost and type of resources dedicated to education.
Developed by UNICEF, the UN Global Compact and Save the Children – the Children’s Rights and Business Principles (the Principles) are the first comprehensive set of principles to guide companies on the full range of actions they can take in the workplace, marketplace and community to respect and support children’s rights.
This report examines the laws and practices of 56 countries around the world, and evaluates global progress on ensuring that schools and other education facilities are protected during times of conflict