CONFERENCE REPORT

The Conference on Safe Schools PROTECTING EDUCATION FROM ATTACK

Oslo, 28–29 May 2015 CONFERENCE REPORT

The Oslo Conference on Safe Schools PROTECTING EDUCATION FROM ATTACK

Oslo, Norway 28–29 May 2015

A conference that brought states together to endorse the Safe Schools Declaration and show their political commitment to protect education from attack, including by using the Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict.

Published by the Norwegian Ministry of Foreign Affairs

Internet: www.publikasjoner.dep.no E-mail: [email protected] Phone: 22 24 00 00 Publication number: E-950 E Design: Gjerholm Design AS Cover photo: Frode O. Andersen/Ministry of Foreign Affairs, Oslo Photo page 17: Asgeir S. Brekke/Ministry of Defence, Oslo All other photos: Ragna M. Fjeld/Ministry of Foreign Affairs, Oslo 4 The Oslo Conference on Safe Schools Protecting Education from Attack 5

1 Introduction by the Norwegian Minister of Foreign Affairs Mr. Børge Brende

As a result of armed conflict, 28 million children are currently out of school and are The Safe Schools Declaration is a political initiative to reduce the impact of conflict being denied their right to education. The military use of schools and universities on education. The Declaration endorses the Guidelines for Protecting Schools and has been documented in 25 conflict zones worldwide. These figures bear witness to Universities from Military Use during Armed Conflict. The Guidelines provide practi- the devastating impact of armed conflict on children and young people. eW therefore cal guidance for the parties to conflicts, with a view to reducing the impact of armed welcomed the opportunity to convene the Oslo Conference on Safe Schools: Protect- conflict on schools and universities, on individual pupils and students, and on society ing Education from Attack on 28–29 May 2015. At the Conference, representatives as a whole. Both documents were developed through a process of consultations that of states came together to show their interest in – and commitment to – our common began in 2012, initiated by civil society, and then led by and Norway, goal of enhancing the protection of schools and education in situations of conflicts supported by a core group of states to completion. The process drew on expertise and crisis. During the Conference, 37 countries endorsed the Safe Schools Declara- from states, international organisations and civil society. This partnership remains tion. In the time since the Conference, an additional 12 countries have endorsed the essential to our work. Declaration, bringing it to 49 at the time of publishing this report. The Safe Schools Declaration is still open for endorsement, and I encourage more countries to follow Our intention is that the Declaration and Guidelines should now provide the suit and make a commitment to take action on this important issue. framework for a collective effort to achieve real change in the lives of young people affected by conflict. Strengthening education is a key priority for Norway. Conflict situations are, by their very nature, violent, unsafe, unpredictable and And nowhere is the need to strengthen education frightening. For the people affected, the future is often unclear and hope is scarce. more urgent than in situations of armed conflict. In situations such as these, children and young people are more dependent than ever We remain committed to this work and look forward on the stability, protection and learning environment that schools and universities to continued cooperation with our international can provide. Without access to quality learning, children are not only being deprived partners to ensure safe schools for all. of education today; they are also being robbed of future opportunities. This affects all of us. Attacks on education are therefore not only a humanitarian and development issue. They are also social, political, and moral issues, to which we are obliged to Børge Brende, utenriksminister respond.

Foto: Sjøwall/ Utenriksdepartementet 6 The Oslo Conference on Safe Schools Protecting Education from Attack 7

2 Table of Contents

1 Introduction by the Norwegian Minister of 9 Session IV: Foreign Affairs Mr. Børge Brende 4 Ensuring Safe Schools – A Broader Engagement 33 2 Table of Contents 6 9.1 H.E. Farooq Wardak, Former Minister of Education in the 3 States that have endorsed the Safe Schools Declaration 8 Islamic Republic of : Continuation of education 4 Summary of Conference. May 29th 2015 10 in conflict and re-establishing education post conflict. 5 Summary of Public meeting on Protection of Summary of introduction. 33 Education in War and Conflict. May 28th 2015 12 9.2 Sikander Khan, Deputy Director Office of Emergency 6 Session I: Programmes – UNICEF: Consequences of lost education Opening of the Conference 15 due to conflict – today and for the future 35 6.1 Børge Brende, Minister of Foreign Affairs, Norway 15 9.3 Iris Muller, Legal Advisor International Committee of the 6.2 Ine Eriksen Søreide, Minister of Defense, Norway 17 Red Cross (ICRC): Protection of education in armed conflict 39 6.3 George Warner, Minister of Education, 10 Session V: The Republic of 20 Addressing the Issue – Endorsement of the Safe Schools Declaration 41 6.4 Ziauddin Yousafzai, UN Special Advisor on Global Education 10.1 Bård Glad Pedersen, Norwegian State Secretary: and Co-founder of the Malala Fund. Summary of Introduction 21 Opening Words of Session V: Endorsement of 7 Session II: the Safe Schools Declaration 41 A Growing Challenge – Immediate and Long-Term Effects 10.2 Endorsement session 43 of Attacks on Schools 22 11 Session VI: 7.1 , Secretary General of the Norwegian Refugee Closing Remarks 43 Council: Attacks on Schools – the immediate consequences 11.1 Argentina’s closing remarks 43 and global effects 22 11.2 Anita Bay Bundegaard, Director and UN representative of 7.2 Yvette Stevens, Ambassador at the Permanent Mission of Save the Children in Geneva/GCPEA 44 in Geneva: Attacks on Schools – the long-term 12 The Safe Schools Declaration in English, French and Spanish 47 effects on society 24 12.1 Safe Schools Declaration 47 8 Session III: 12.2 Déclaration sur la sécurité dans les écoles 49 The Military Use of Educational Facilities in Conflict 27 12.3 Declaración sobre Escuelas Seguras 51 8.1 Bede Sheppard, Deputy Director in the Children’s Rights 13 Guidelines for Protecting Schools and Universities Division – /GCPEA: Consequences of from Military use during Armed Conflict 54 the military use of Schools – how states can use the guidelines 27 14 The Oslo Conference on Safe Schools: 8.2 Elisabeth Decrey-Warner, Executive President of Protecting Education from Attack 57 Geneva Call: The relevance of the Guidelines for armed non-state actors 30 8 The Oslo Conference on Safe Schools Protecting Education from Attack 9

3 States that have endorsed the Safe Schools Declaration

States that have endorsed the Safe Schools Declaration To date, 49 states have endorsed the Safe Schools Declaration. The following 37 (where no date is given, the state endorsed the Declaration on 29 May 2015) states endorsed the Declaration during the Conference in writing and/or in state- ments: Afghanistan, Argentina, , , , , the , 1. Afghanistan 26. Côte d’Ivoire, , , , , , , Ireland, , 2. Argentina 27. , , Liberia, Liechtenstein, Luxembourg, , , 3. Austria 28. Madagascar , , , the , Norway, Palestine, , 4. Brazil 29. (17.06.15) , , , , , , and . In addition, 5. Bulgaria 30. Montenegro the , , , , , , 6. Central African Republic (23.06.15) 31. Mozambique Malaysia, , , Sierra Leone, South- and endorsed the 7. Chad (30.07.15) 32. New Zealand Declaration shortly after the Conference. The Safe Schools Declaration is still 8. Chile 33. The Netherlands open for endorsement. 9. Costa Rica (02.06.15) 34. Niger (23.06.15) 10. Côte d’Ivoire 35. Nigeria 11. Czech Republic 36. Norway 12. Ecuador 37. Palestine 13. Finland 38. Panama (17.06.15) 14. Georgia 39. Poland 15. Greece 40. Portugal 16. Honduras 41. Qatar 17. Iceland 42. Sierra Leone (12.06.15) 18. Ireland 43. South Africa 19. Italy 44. (23.06.15) 20. Jamaica 45. Spain 21. Jordan 46. Sweden (25.06.15) 22. Kazakhstan (24.07.15) 47. Switzerland 23. Kenya (23.06.15) 48. Uruguay 24. Lebanon (24.06.15) 49. Zambia 25. Liberia Representatives from 37 countries endorsed the Safe Schools Declaration on 29 May 2015 in Oslo. 10 The Oslo Conference on Safe Schools Protecting Education from Attack 11

4 Summary of Conference. May 29th 2015

The six main sessions of the Oslo Conference on Safe Schools were held in Oslo on 29 May 2015.

The Conference was opened by Mr Børge Brende, Norwegian Minister of Foreign Affairs. Ms Ine Eriksen Søreide, Norwegian Minister of Defence, George Warner, Liberian Minister of Education, and Ziauddin Yousafzai, UN Special Advisor on Global Education and co-founder of the Malala Fund, also spoke at Ziauddin Yousafzai, UN Special Advisor and the opening session. co-founder of the Malala Fund, called for states to show courage by clearly stating that the current situation with attacks on schools Ine Eriksen Søreide, Norwegian Minister of Defence, stressed the importance of full respect for is completely unacceptable. in armed conflict.

During Session II situation on the ground. Elisabeth Session V A Growing Challenge – Immediate and Decrey Warner, Executive President Addressing the Issue – Endorsement of Long-Term Effects of Attacks on Schools, of Geneva Call, then spoke about the the Safe Schools Declaration was opened Mr Jan Egeland, Secretary General of relevance of the Guidelines for armed by State Secretary in the Norwegian the Norwegian Refugee Council, spoke non-state actors. Ministry of Foreign Affairs, Mr Bård about the immediate consequences and Glad Pedersen. Mr Pedersen presented global effects of attacks on schools. Ms In Session IV the Safe Schools Declaration. More than Yvette Stevens, Ambassador of the Per- Ensuring Safe Schools – A Broader 20 states took the floor to endorse the manent Mission of Sierra Leone to the Engagement, Mr Farooq Wardak, Former Declaration. A number of observer states UN in Geneva, then spoke about attacks Minister of Education in Afghanistan, took the floor and stated their intention on schools’ long-term effects on society. spoke about the continuation of edu- to endorse the Declaration in the near cation in conflict and re-establishing future. In addition, various UN organ- Session III education in post-conflict situations. isations and NGOs stated their strong The Military Use of Educational Facili- Mr Sikander Khan, Deputy Director support for the Declaration. ties in Conflict, was opened by Mr Bede of Emergency Programmes in UNICEF, Sheppard, Deputy Director in the Chil- then talked about the present and future Session VI dren’s Rights Division of Human Rights consequences of lost education due to Closing Remarks, was led by Minister Watch and member of the steering com- conflict. Finally, Ms Iris Mueller, Legal Plenipotentiary Julio César Mercado of mittee of GCPEA. Mr Sheppard spoke Advisor at the ICRC, spoke about the Angkhana Neelapaijit, Chairperson of the Argentina and Anita Bay Bundegaard, Justice for Peace Foundation, talked about about the consequences of the military protection of education in armed the military use of schools in Thailand. Director and UN Representative of Save use of schools and about how states can conflict. the Children in Geneva/GCPEA. use the Guidelines to improve the 12 The Oslo Conference on Safe Schools Protecting Education from Attack 13

civilian status and become ‘legitimate’ the issue of education under attack military targets – placing them at in- needs to be adequately addressed at 5 Summary of Public meeting on Protection of creased risk of attack. The Guidelines all levels. Education in War and Conflict.May 28th 2015 for Protecting Schools and Universities from Military Use during Armed Conflict, Ms Anne Lindboe, the Norwegian an initiative spearheaded by GCPEA in Ombudsman for Children (Barne- 2012, propose concrete, practical actions ombudet), is an advocate for children On 28 May, the day before the main Academics’ International Assistance to address this problem. and young people who works to uphold sessions of the Conference, a public Fund (SAIH), the Norwegian Red Cross, the rights of children. Ms Lindboe high- meeting was held on the topic of the Norwegian Refugee Council and the From the perspective of an NGO, Ms lighted how access to education is a fun- Protection of Children and Education Global Coalition to Protect Education Tove R. Wang, CEO of Save the Children damental human right for all children. in Conflict. The aim of this meeting was from Attack. It was held at Ingeniørenes Norway, highlighted the negative con- She stressed that children’s ombudsmen to discuss challenges and possible Hus conference centre in Oslo and drew sequences that attacks on educational and other legal representatives have solutions to attacks on schools and the approximately 180 participants, facilities and the military use of these an important role to play in advocating military use of schools. The meeting including representatives of states, facilities have both on access to educa- that their governments endorse and was co-hosted by Save the Children representatives of NGOs, and students. tion and education quality. Attacks on implement the Safe Schools Declaration. Norway, the Norwegian Students’ and education are a brutal way of denying This is a message she is bringing to her children their right to education. counterparts in other countries. Ms Wang emphasised that the Safe Schools Declaration marks the beginning of a paradigm shift towards respect for Session 2 Session 1 urban disaster management strategy. places of education as zones of peace, The Military Use of Schools Welcome. The Protection of In concrete terms, emergency assess- but that in order to achieve real results, Education in Conflict ments and emergency plans were The second session aimed to highlight developed for schools in conflict- the particular impact of the military use The aim of the first session was to raise affected areas and students and staff of schools and how the ‘the Guidelines’ awareness about the scale and conse- were trained, including through can be implemented. The session was quences of attacks on education and evacuation drills. Such an approach chaired by Ms Zama Coursen-Neff, the military use of schools in conflict can greatly improve the efficiency and Executive Director of the children’s situations. The session was chaired by effectiveness of the response in the rights division at Human Rights Watch Mr Jørn Wichne Pedersen, President of event of a future attack. and Chair of the GCPEA’s steering SAIH. committee. Ms Diya Nijhowne, Director of the Mr Kanwar Waseem of the Pakistan Red Global Coalition to Protect Education Attacks on education have devastating Crescent Society (PRCS) highlighted from Attack (GCPEA), highlighted key consequences for children, young some practical examples of how PRCS facts from GCPEA’s research on attacks people and society. Mr Jan Egeland, works to protect schools in Pakistan. on education. For example, in the Secretary General of the Norwegian In the immediate aftermath of the period 2009–2013, a significant number Refugee Council, spoke of the negative Peshawar school attack of 16 December of attacks took place in 30 countries consequences that the military use of 2014, the first reaction was to strength- around the world – more than ever educational facilities has on children’s en the armed protection of schools. previously reported. Education is being access to school. The harmful conse- PRCS successfully advocated that the deliberately attacked around the world, quences often continue to be felt after Government should take a different and partly as a result of the military use of Zama Coursen-Neff, Executive Director of the schools reopen, since pupils and children’s rights division at Human Rights complementary approach, based on risk educational facilities. This practice can Watch and Chair of the GCPEA’s steering students often suffer from high levels mitigation and integrated into a broader cause educational facilities to lose their committee. of trauma, which limits their ability to 14 The Oslo Conference on Safe Schools Protecting Education from Attack 15

learn. Examples from Colombia, South State Secretary at the Norwegian Minis- Sudan and Syria were used to illustrate try of Foreign Affairs, Norway will strive the problem. Mr Egeland encouraged to ensure that as many countries as 6 Session I: Opening of the Conference states to endorse the Safe Schools possible endorse the Safe Schools Declaration, stating that efforts in this Declaration, if not during the Oslo field are long overdue, and that the Conference, then as soon as possible. international community has an 6.1 Børge Brende, Minister of Foreign Affairs, Norway obligation to ensure that all children Mr Øystein Bø, State Secretary at are safe in their learning environment. the Norwegian Ministry of Defence, In December last year, the Taliban This is why we (Norway) have invited explained how Norway plans to imple- attacked a school in Peshawar, Pakistan. you to Oslo – to endorse the Safe A concrete example of the impact of ment the Guidelines. Underlining that More than 140 people were killed, 132 Schools Declaration and the Guidelines conflict and the military use of schools they are not legally binding, the Guide- of them children. Also last year, Boko to Protect Schools and Universities from on education was given by Ms lines are interpreted as recommending Haram kidnapped over 200 schoolgirls Military Use during Armed Conflict. Angkhana Neelapaijit, Chairperson that, as far as practically feasible, the in Nigeria. In April this year, al-Shabaab I would like to welcome my good of the Justice for Peace Foundation, Armed Forces should avoid using schools attacked a university in Garissa, Kenya. colleague, Minister of Defence Thailand. 10 years of conflict between for any military purpose in armed 147 people were killed, most of them Ms. Ine Eriksen Søreide. Only when the ethnic Malay Muslims and the Thai conflicts, and that they should consider students. These are just a few examples. different sectors and ministries work Buddhists in Southern Thailand has had all practically feasible options before Between 2009 and 2013, according to a together, can we achieve progress. severe negative consequences for educa- attacking a school that has become a recent report, schools were attacked in tion, as schools are viewed by both sides ‘legitimate’ target. This will enhance 70 different countries. This trend is both It is a pleasure to welcome His as symbols of either oppression or compliance with international humani- appalling and unacceptable. Schools Excellency Mr George Warner, Minister insurgency. Schools have been targeted tarian law. In case of an armed conflict are supposed to be places of hope and of Education of Liberia. Mr Warner by arson attacks, and students, teachers on Norwegian territory the Guidelines learning, not places of fear. Today’s represents a country emerging from and other staff have been killed or may have an impact on ‘dual use conference marks the beginning of our years of civil war, and has invaluable wounded by insurgents as a result. objects’, i.e., buildings owned by the response. We must reaffirm that schools insights regarding the importance of Schools have also been widely used armed forces but used for civilian should always be safe. We must increase education during conflict.I would also as bases by military and paramilitary educational purposes in peace time. our efforts to uphold the right to like to recognise the key role played by forces, thus increasing the risk of attack. The lease agreements for such dual education, even in conflict situations. civil society and humanitarian organi- The Government of Thailand has use objects will as a consequence of By making schools safer, we are sations in this process. For many of you launched measures to give teachers The Guidelines in the future contain protecting the future. here, the Declaration and the Guidelines increased armed protection. However, a termination clause in the event of these measures have had mixed success, armed conflict. as in some cases the presence of armed security officers has made teachers even Throughout the session it was more vulnerable to attack. highlighted how the international community, including the various actors Protecting education in areas of crisis present, had an obligation to make sure and conflict is a high priority for the that schools are safe. It was stressed that Norwegian Government. For this reason, the Oslo Conference on Safe Schools together with Argentina, Norway has led marks the beginning of a process, and the process to finalise theGuidelines for that real investments need to be made to Protecting Schools and Universities from ensure that the endorsement of the Safe Military Use during Armed Conflictand Schools Declaration is followed up by to develop the Safe Schools Declaration. concrete action. Børge Brende, Norwegian Minister of Foreign Affairs, thanked Argentina and the core group for According to Mr Bård Glad Pedersen, the close cooperation in developing the Safe Schools Declaration. 16 The Oslo Conference on Safe Schools Protecting Education from Attack 17

are the result of many years’ work to forces – to help them reduce their we are endorsing today are a small step school to become small walking symbols enhance the protection of education. impact on schools and universities, on in the right direction. We want children of hope and progress, not of fear. the education of individuals and on the on their way to school to be able to I would like to thank Argentina for wider society. The Declaration provides think about mathematical formulas, not Thank you all for coming here today, working side by side with us. And the a political framework – to support the about what is hiding behind the next I look forward to our continued coopera- core group: Cote d’Ivoire, Spain, Austria, guidelines, but also to form the basis corner. We want children on their way to tion to ensure safe schools for all. New Zealand, Nigeria and Jordan. for practical action. We have developed these documents together. But the Declaration and Guide- The Declaration and Guidelines are not lines are only the beginning. By working legal instruments; they are voluntary 6.2 Ine Eriksen Søreide, Minister of Defense, Norway together, by building on and implement- political documents – that express our ing what we agree on today, we can commitment to safe schools for all. Firstly, I would like to thank Børge achieve real changes on the ground. and his colleagues from the Norwegian Strengthening education is a priority Ministry of Foreign Affairs for organ- The challenge is clear: As result of for Norway. We are doubling our izing this conference on Safe schools conflict, 28 million children are out development assistance to education. and protecting education from attack. of school and denied their right to We have decided to allocate a larger I am grateful for the close co-operation education. The military use of schools share of our humanitarian assistance we have had on this issue over the past and universities has been documented in to education in crises and emergencies, months. Today I am pleased to see that 25 armed conflicts. These figures are not including NOK 10 million to the Safe so many nations are attending the con- just numbers. They bear witness to the Schools Initiative. In July, we have ference, as well as the eminent speakers devastating impact of armed conflict on invited all states to a Summit on who will further address the topic today. children and young people. Conflict Education for Development here in Protecting education from attack is an situations are violent, unsafe, unpredict- Oslo. We want to mobilise strong and issue of great importance, and able and frightening. The future is often renewed political commitment to reach I welcome this conference. unclear and hope is scarce. It is precise- the 58 million children who are being ly in such situations that children and denied their right to education, and to Historically, we know that civilians and young people need the stability, improve the learning outcomes of those children in particular, are among those protection and learning environment who attend school. What we agree on hardest hit in situations of armed Ine Eriksen Søreide, Norwegian Minister of that schools and universities can today will be an important contribution conflict. I sadly regret that this continues Defence. provide. Without access to quality to the Summit. to be the case in today’s conflicts. We are learning, children are not only deprived witnessing schools being purposely used that they are exercising their right to of education today, they are also In closing, I would like to acknowledge by armed groups as shelters, for the education, or even worse, murdered. deprived of their future tomorrow. that Mr Ziauddin Yousafzei is here today. storage of weapons or even as deten- Not only is he UN Special Advisor on tions centres. Their use is rendering the We are appalled by the way This affects all of us. Attacks on Global Education. He is also the father otherwise protected civilian objects into is deliberately targeting school girls, education are therefore not only a of Nobel Peace Prize Laureate Malala. lawful military targets. These armed in their quest to establish an oppressive humanitarian and development issue. He knows what it means to fight for groups are, as part of their military regime where they can strip civilians of They are social, political, and moral the right to education. Malala has tactics, taking advantage of the states’ their basic human rights. Equally, in the issues, to which we must respond. dedicated her award ‘to all the forgotten obligation to adhere to the laws of Middle East, ISIL is carrying out children who just want an education’. armed conflict. We also see children, atrocities against civilians aiming for The Safe Schools Declaration is a collec- In her Nobel lecture, she called for in particular girls, being denied the right a caliphate that would enslave its tive political effort to reduce the impact initiatives to make education a reality to education every day, simply because population in a brutal society. So the of conflict on education. The Guidelines for all, including in conflict situations. they are girls. Girls and young women question is: how can we prevent this? provide practical guidance for armed The Declaration and the Guidelines that are abducted because of the mere fact Our starting point is that this is a global 18 The Oslo Conference on Safe Schools Protecting Education from Attack 19

effort. It is for the international commu- Norwegian population and international impact of armed conflict on education. of the forces. Both examples are clearly nity to make this a number one priority. community. We build trust and strength- So how have we put into effect these beyond the scope of these guidelines as Second, our response is neither a en legitimacy by acting in accordance guidelines in the Norwegian Armed they represent a ‘win-win’-solution in all military nor civilian. It is both. with the law of armed conflict. Theory Forces? ways. But they nevertheless fall within must be translated in to practical the wording of the guidelines and are I will focus on the responsibility of the situation. Rules must be made available When it comes to international opera- therefore matters that are under our Norwegian Armed Forces. What are we to young soldiers. Remember, the tions we have already for all practical consideration during the implementation doing to protect education from attack? Geneva Conventions are over sixty years purposes fulfilled the wording of the process. I like to stress the importance of full old and sometimes difficult to interpret. guidelines. Difficulties in implementing respect for the applicable international the guidelines were mostly connected As part of the implementation process law in armed conflict. Understanding This is why the Ministry of Defence to the event of an armed conflict occur- the Ministry of Defence has interpreted and respecting the law of armed conflict decided to draft a Norwegian manual of ring on Norwegian territory. Even if the the guidelines to mean the following: is a crucial benchmark in the Norwegian the law of armed conflict. The Manual guidelines only apply in armed conflict, As far as practically feasible, the Armed Armed Forces. Knowledge of the law was published in 2013 and is aimed at we need to adapt ourselves already in Forces should avoid using schools for of armed conflict is central when practitioners. It explains the legal frame- peacetime. As is said in the Armed any military purpose in armed conflicts. participating in international military work in everyday language making it Forces: we train as we fight. If the enemy/adversary in an armed operations. Today’s operations often available not only to the legal advisors, conflict is using a school in a way that take place at different levels of conflict, but more importantly, to the soldiers and Let me offer you one example. The renders it into a lawful target, all between peace and war. Today’s officers actually using the legal frame- Norwegian crisis management system practically feasible alternative options operations often also take place amongst work every day: from the lieutenant is based on a civilian-military effort. are to be considered before attacking the civilians. The absence of the rule of law and his platoon at tactical level, to the The guidelines for protecting schools object. If the Armed Forces own realty/ is not only damaging in the actual colonel at operational level planning and universities from military use during buildings that is/are being rented out/ situation. It can also change the operations. The manual addresses key armed conflict presuppose a clear leased to civilian educational facilities, entire outcome of the conflict. As such, questions in the laws of armed conflict, distinction between the civilian schools the leasing contracts are, for the future, a military operation cannot under any such as: who is a lawful target? Which and the military efforts. In this particular to contain a cancellation clause if an circumstances be considered successful weapons are legal? And just as impor- instance abandoned schools needed for armed conflict should occur on if the law of armed conflict has not been tant: Who is protected? Which weapons “accomodation” of say allied forces, is Norwegian territory. respected. are prohibited? put in to question. The guidelines obviously raise the threshold of when All these various efforts, national and One focus area in the Norwegian Armed With this in mind, let me return to this is acceptable. A second example is international, have one common goal: Forces is training soldiers in the law today’s topic: the protection of educa- “dual use”-objects, which are buildings It is to honour our commitments and of armed conflict, both theoretical and tion from attack. With the Safe Schools that serve both a military and a civilian join efforts in safeguarding schools in practical training. Understanding how declaration being endorsed later today, purpose. Many of Norway’s military armed conflicts. I wish you all a success- to apply the law of armed conflict is at I would like to welcome the develop- bases are located in scarcely populated ful conference. And I look forward to the core of the military profession. It is ment of the (Lucens) Guidelines for areas. In these places there are some hearing about the outcome of the part of our officers’ DNA. But knowledge protecting schools and universities from “dual use”-objects, in terms of buildings endorsement of the declaration. isn’t everything. The most important is military use during armed conflict. The that are owned by the Armed Forces the soldiers’ attitude towards the legal guidelines are non-legally binding guide- and put at the disposal of the local framework. We cannot only teach them lines designed specifically for the protec- population simply because it financially the laws of war, we also need to teach tion of schools in armed conflict. These wouldn’t be sustainable, or even afforda- them the ethics of war. In the bigger guidelines do not involve any new legal ble, to build twice as many buildings. picture, the law of armed conflict is also commitments. However, they clarify Sometimes these buildings are used for important in strengthening the Armed already existing commitments in inter- education. For example gym centers forces’ legitimacy, both with respect to national law. The purpose is to provide used by schools for physical education as the local population as well as to the guidance that will further reduce the well as by the army for physical training 20 The Oslo Conference on Safe Schools Protecting Education from Attack 21

6.3 George Warner, Minister of Education, 6.4 Ziauddin Yousafzai, UN Special Advisor on Global Education The Republic of Liberia and Co-founder of the Malala Fund. Summary of Introduction

Education in Liberia has come under teach and research, at all levels and in Mr Yousafzai began his statement by schools are being used by state forces. attack twice in the last 30 years: during all forms of education and all those who underlining that he is not a professor It is the story of the 150 students who a 14 year civil war, and the Ebola support them, will be able to do so in or analyst of international relations and were ruthlessly murdered in Kenya outbreak. Both have had devastating conditions of safety, security, dignity and conflict. He is, however, one of millions and the 200 girls who were abducted consequences on infrastructure, equality, free from fear, consistent with who have suffered during war and in Nigeria. It is the story of children in students, teachers, and learning out- the principles of mutual understanding, conflict. His home in the Swat valley Pakistan, Afghanistan, Gaza, and far comes. Schools were closed on both peace, tolerance and academic freedom. became a hub of terrorism and a too many other countries. Why are we occasions, most recently in September I want to assure you that Liberia centre of fear following the arrival of the failing to protect our children and the 2014, to curb the spread of Ebola. This supports that vision. Taliban. The Taliban harmed all aspects education they are entitled to? prudent measure was pivotal in contain- of life, including schools and education ing exposure to the virus of children and I am pleased that my country Liberia – and the education of girls in particu- Mr Yousafzai called for states to show their families. The Education system also was amongst the sixteen countries lar. As the level of militancy escalated, courage by clearly stating that the faces the challenge of pervasive poverty, involved in consultations and the the Taliban bombed and set fire to more current situation is completely unaccept- which limits school enrolment, private drafting of Guidelines for Protecting than four hundred schools, while able. As citizens of this ever more closely investment in education, and adequate Schools and Universities from Military recruiting teenagers as soldiers and connected world, we have to give the nutrition for children. Girls face the Use during Armed Conflict.1 Liberia has suicide bombers. The inhabitants of same sanctity to schools and places of added risk of sexual violence. also provided technical expertise and the Swat valley became sandwiched learning as we do to mosques, churches advocated for the introduction of the between the Taliban and the Army, and temples. If places of worship protect The Global Coalition to Protect Educa- Guidelines into international and following the latter’s counter-offensive. the legacy of faith, then schools and tion from Attack (GCPEA) was estab- regional processes. During the Global The state is supposed to protect civilians educational institutions protect and lished in 2010 by organizations from the Partnership for Education (GPE) and educational institutions. Instead, continue the legacy of our culture and field of education in emergencies and Replenishment Pledging Conference in the soldiers used schools during the civilization, of our way of life. A safe conflict-effected fragile states, higher Brussels in 2014, Liberia’s then Minister campaign as barracks and bases, and world without safe schools is impossible. education, protection and international of Education Hon. Etmonia D. Tarpeh cited expediency as a justification for humanitarian law who were concerned called on the GPE to support the doing so. Is it wise to win a war, only to Mr Yousafzai thanked the governments about on-going attacks on educational Guidelines. lose a generation? Mr Yousafzai and the of Norway and Argentina, as well as the institutions, their students, and staff rest of the civilians in the Swat valley core group countries, for ‘knocking on in countries affected by conflicts and My country is a champion to this were displaced during the campaign the doors’ of nations and stirring our insecurity. One of the GCPEA’s primary all-important issue in education. We will against the Taliban. When they returned conscience. He completed his statement concerns is the devastating impact of continue to advocate with all parties he visited the school where he was by expressing hope that all the states the use of schools and other education in armed conflicts to avoid threatening headmaster, and found the building in present would contribute to giving hope institutions by armed forces and armed students’ safety and education by using disarray. He still very clearly remembers to the millions of children who are groups. In many contemporary these Guidelines as a model for the muddy boot-prints on the chairs the suffering and unable to attend schools conflicts around the world, military responsible practices. children used to sit on. due to war and conflict. forces and non-state armed groups have used schools and other education institu- Mr Yousafzai underlined that this is not tions for bases, barracks, firing positions, only his story or the story of his coun- munitions caches, and other purposes. try. It is the story of almost 70 countries 1 Other participant countries included: Argentina, where educational institutions and , Cote d’Ivoire, , Finland, , The vision of the Coalition is to establish Liberia, Luxembourg, Nepal, Netherlands, Nor- schools are currently under attack. It is a world in which all who wish to learn, way, Philippines, Qatar, Senegal, and Switzerland. the story of the 26 countries where 22 The Oslo Conference on Safe Schools Protecting Education from Attack 23

7 Session II: A Growing Challenge – Immediate and Long-Term Effects of Attacks on Schools

7.1 Jan Egeland, Secretary General of the Norwegian Refugee Council: Attacks on Schools – the immediate consequences and global effects

Today is a big day. There are many Civil a girl was killed when she stepped on a Society Organisations in the room that land mine in a school supported by NRC have worked hard for this day. We are in Colombia, injuring two other young delighted that so many countries have girls. I visited their sister school last year come to Oslo and are able and willing and remember it as a joyous day, with to endorse the Safe Schools Declaration. children dressed in their best clothes, Jan Egeland, Secretary General of the Norwegian Refugee Council, encouraged states to endorse Congratulations to Norway and Argenti- with schoolbags on their backs. The the Safe Schools Declaration, and argued that efforts in this field are long overdue. na for taking the leadership role to make parents said, “Our pride is the school. this happen. It is what ties the community together. It is what preserves our culture. We have from school, in fear of rape or sexual I will end with an appeal. On behalf of When schools are militarised it has a one big threat though: when the army abuse. It has to stop! non-governmental organisations and devastating effect, it is an outrage. That comes to fight the guerrillas they lodge civil society organisations, we urge all is why the Safe Schools Declaration is in the school and then we cannot use I am supposed to speak about the imme- countries present here today to endorse so long overdue. I have been a humani- the school”. In situations like this, the diate effects of militarisation of schools. the Safe Schools declaration. Today tarian worker, with the UN, NGOs, in the school is no longer perceived as neutral My simple answer is: it is devastating. marks the start of a campaign to encour- Government, Red Cross, for more than ground and may be subject to attack, to When schools are used for military age all countries and all governments 30 years. During these 30 years we have landmines or children may be forcibly purposes, it become exposed and more to endorse the declaration. Help us made progress in assistance – in peace recruited. Last week we saw one vulnerable to attacks, more exposed to convince those who are not here and in war, but not enough progress has devastating example of such conduct, mines, more exposed to the entire things today to join. All countries are urged to been made in protecting people in times in Colombia. It has to stop! Malala’s father, Ziauddin Yousafzai, encourage all parties to armed conflicts of war. We are faced with a protection reflected in his presentation. And what to act in accordance with the commit- crisis, and those we are failing to protect There are many other examples too. we end up with is that whole societies ments in the Safe School Declaration. are the most vulnerable – children and In Syria, the most devastating war on lose hope for the future. If there is one women. Today we make a step towards our watch, schools are regularly thing that schools signify it is hope, and 10 years from now those who endorse better protecting some of the most attacked. In Idlib, attacks very well may normalcy – if we have a school, we have the Safe Schools declaration today will vulnerable: the children. soon cease as there are hardly more a future. Our society has a future. look back and say “why on earth did we schools to attack. 90% of the schools in If a school is militarised it will be closed, not do this earlier?” And those who did 70 countries across the globe experi- Idlib are currently non-functioning. and it may be closed permanently. not endorse today will ask themselves ence some kind of attacks on schools, Armed forces often use the argument why they were not more committed to by military armed forces, militias, and In places in South Sudan, the entire that they are there to protect the people, making sure that children and youth terrorists. My organisation, the Norwe- male youth population have fled from but the contrary happens with the mili- are safe in school. And they will say to gian Refugee Council, has education pro- certain villages due to the military use tarisation of schools. It means the end of themselves: “We really should have been grammes in 20 of the countries heavily of schools, since they fear being hope for community. in Oslo that day, and we should have affected by attacks on schools. Last week forcibly recruited. Girls are kept away endorsed the Safe Schools Declaration”. 24 The Oslo Conference on Safe Schools Protecting Education from Attack 25

Sustainable Development Goals are to This disrupted the educational careers 7.2 Yvette Stevens, Ambassador at the Permanent Mission of be achieved by countries emerging from of many children and removed them Sierra Leone in Geneva: Attacks on Schools – the long-term conflicts. from their familiar environment into effects on society internal displacement camps and refu- Sierra Leone fought a civil war from gee camps in neighbouring countries. I would like to start by thanking the 1991 to 2002. This 11-year war devas- The mass movement of the population Government of Norway for this initia- tated the education system. It destroyed affected by war into safer areas put tive, and for inviting me to speak here 80 per cent of the educational infrastruc- much pressure on the education system today. I would start by making some ture across the country. Armed groups in towns and cities. Most schools began general observations on the long-term attacked and destroyed schools and to run double shifts, while makeshift effects of attacks on schools and educa- colleges, decimating the already weak structures were set up in camps to tion during conflicts and then illustrate infrastructure of education. In 1997 and provide education for displaced children. these by the specific experience of my for an entire academic year, children In spite of these provisions, many country, Sierra Leone. stopped schooling altogether due to the children stopped attending school as levels of tension in the country. By the they had to fight for their daily survival. So why is safeguarding schools and end of the conflict, a significant number Consequently, hundreds took to the education in situations of conflict of school-going children had outgrown streets begging in order to assist their important in the long-term? First and school age, while others had lost two parents in providing their daily meals. foremost, during conflicts, children and to three years of schooling. In 2001, just before the end of the war, young adults who are deprived of the 67 per cent of all school-aged children opportunity to be meaningfully engaged Yvette Stevens, Ambassador at the Permanent Schools and other infrastructural facil- were out of school. Some had never in education activities, revert to clan- Mission of Sierra Leone in Geneva, talked ities were targeted and destroyed by had the opportunity to enrol in formal about the long-term effects of attacks on destine activities, diverse negative social schools and education. armed groups. An assessment carried education because they were born consequences. In addition, when there is out by the Ministry of Education, during the war period. Consequently, a breakdown of law and order and most Science and Technology in 1996 in the period of war, illiteracy increased development activities are put on hold, who were accommodated in Kakuma revealed massive physical damage to in Sierra Leone. education is the one single development refugee camp in Kenya in the late schools. Many school buildings were activity that can be maintained in such eighties, belonged to these groups. burnt down, while others were looted Many of the uneducated and unskilled situations. Furthermore, the provision of leaving nothing behind. Furniture and are in urban areas, where a number are education and skills training during con- While the safe schools initiative could fittings such as windows, doors and engaged in menial income-generating flicts would equip populations with the ensure that States observe certain even sheet roofing were stripped off the activities, mainly petty trading. Others necessary skills needed for rebuilding measures during conflicts to protect buildings. Some of the armed groups are idly roaming the streets in search their communities and countries once schools, for non-state actors this would used looted furniture as firewood. Other of a means of livelihood. the conflicts end. not be easy. Many of non-state groups, equipment and teaching materials were such as Bokko Haram, are against west- destroyed. The few buildings that Government took the following positive Populations in areas affected by conflicts ern education and destruction of schools survived the carnage deteriorated due to steps to address the educational crisis are usually concerned with the lack of is part of their strategy to achieve their abandonment and lack of maintenance. after the war: educational opportunities for the evil objectives. In Afghanistan, attacks Subsequently, another survey in 2001, • Free primary education was intro- children and would revert to a number on educational institutions for girls are just before the end of the war, entitled duced in the 1999/2000 academic of innovative measures to address this. commonplace. In view of the impacts the National School Survey Report or year (a year before the end of the Thus, in South Sudan where a conflict of attacks on schools and education NSSR, identified 3,152 schools with a war) in classes 1-3, and this opportu- raged for decades, many parents on the wellbeing of communities and total number of 4,854 school buildings, nity was extended to classes 4–6 arranged for their sons to gather in the development of countries, this Safe which were destroyed. Teaching and in the 2001/2002 academic year. groups to cross the border in search Schools Initiative is very important, if the learning materials too were vandalized. • The Rapid Response Education of education. The lost boys of Sudan, Millennium Development Goals and the Programme (RREP) was initiated to 26 The Oslo Conference on Safe Schools Protecting Education from Attack 27

facilitate the re-entry into the revert to crimes such as robbery to Permit Committee can however provide increased efforts to promote targeted formal school system of school-aged survive. Maintaining law and order is an exemption to this requirement where training. Vocational training based on children between 10 and 13 years an on-going challenge for our police the requesting enterprise proves that the results of a labour-market survey is of age who had missed formal force. there is no sufficiently skilled manpower important, in this regard. I have attempt- schooling. The programme lasted for to take-up the managerial or interme- ed in this brief intervention, to demon- five months, after which the children In the economic sphere, the lack of diate posts. The respective ratio will be strate some of the long-term impacts re-entered the formal school system. trained Sierra Leone personnel is also increased over the time and after on society of the attacks on schools and • The Complementary Rapid Educa- having a negative impact. This is more 5 years of establishment will stand at education during conflicts. Such long- tion for Primary School (CREPS) so the case because, in addition to the 60% for managerial positions and 80% term impacts must be borne in mind scheme was designed to return over- inability to train the required skilled for intermediate positions. Where it is and the efforts of all stakeholders must aged children to primary school. and semi-skilled personnel, many of proven that required skills are not pres- be pooled together to guarantee that The six-year primary school syllabus the trained and skilled personnel fled ent locally and the ratio cannot be met, schools are kept safe and that education was compressed into three years. the country during the war for “greener the company must demonstrate a capac- is not abandoned during conflicts. In • Non-formal Primary Education pastures” and are not returning to the ity building plan to substitute expatriate cases, in which such impacts are already (NFPE) was introduced, aimed at country in large numbers. with local capacity within five years. being felt, measures need to be taken children without access to formal to address the problems through adult primary schools. This programme The dearth of skilled and semi-skilled But in order to meet these and other literacy programmes, vocational training concentrates on literacy, numeracy manpower in the country was thus skills requirements, there needs to be and employment creation. and vocational skills training, but considerably worsened as a result of some bright children are integrated the war. Sierra Leone is a country that into primary schools. is endowed with vast natural resourc- • Adult literacy classes for older young es, but most of our economic activities people and adults were set up. ceased during the war. Since the end of 8 Session III: • The Government embarked on the the war, investors have been attracted The Military Use of Educational Facilities in Conflict massive rehabilitation and recon- to the country and the investment struction of schools (MEST, 2001). prospects are high. Employment opportunities for skilled and semi- However, these steps have not averted skilled manpower are expanding widely, 8.1 Bede Sheppard, Deputy Director in the Children’s Rights all the long-term social and economic but foreign companies are bringing in Division – Human Rights Watch/GCPEA: Consequences of the consequences of the attacks of schools foreigners to assume these functions at military use of Schools – how states can use the guidelines and education during the war. great costs, while unemployment re- mains rampant. In a bid to ensure the I’ve been asked to talk briefly about the the courtyard at a middle school in a The social consequences are worrying. use of local goods and services for the consequences of military use of schools. town called Kasma in India. You see, Many of the youths that are now increased economic activities, the And I thought the easiest way to do this these were the very first things that unemployed in the urban areas were Government of Sierra Leone drew up its might be to share the story of how it first I saw when I entered through the school child soldiers who were disarmed local content policy, which has, as one hit home to me in my work that the use gate. And as I went in further into the during the disarmament process of its objectives, the promotion of the of schools by armed forces can have a school, I also saw discarded beer bottles following the war. While they received employment of Sierra Leonean citizens devastating effect on students’ access to in the school playground, and a whiskey a meagre rehabilitation allowance, some in all sectors of the economy. education. But I’ll admit that I hesitated bottle in a classroom window. I met with crash vocational training courses and at first about telling this story in such a the schools’ headmaster – he was a large tools, these were not enough to guaran- Under this policy, in all enterprises formal setting, because, you see, it man with these very thick glasses – and tee them economic survival. Many are operating in any sector of the economy; begins with a pair of underpants. A pair he explained to me what was going still prone to incitement by unscrupulous at least 20% of the managerial and 50% of dark brown green underpants. Next to on. He told me that almost four years persons or groups to revert to violence of intermediate positions should be held a pair of camouflage trousers. Hung up before, a group of government security to serve their selfish purposes. Others by Sierra Leonean citizens. The Work on a washing line that was strung across forces had moved into the school, and 28 The Oslo Conference on Safe Schools Protecting Education from Attack 29

were using two of the schools’ 15 class- students who were trying to continue ration is for states who voluntarily wish crete measures to deter the practice. And rooms as a base, and a barracks – their studies in their schools while they to stand on the side of better protections this means it is an opportunity for us all essentially a place to sleep and hang out were being used for military purposes. for the children and students who aspire to learn from one another about the best when they weren’t launching operations We have also documented instances of to continue their studies, even amidst way to implement these Guidelines. against a local rebel groups that was children being forcibly recruited to join the chaos of war. It’s for states who rec- And that’s why I felt we were particu- active in the area. armed groups by the fighters in their ognize that words are no longer enough. larly fortunate to hear from Norway’s schools. This is the time to take action. Now be- Defence Minister today about the careful Now, this school was in a very rural part cause these Guidelines were developed and deliberate steps they are taking to of India where they already had a real And there are other security conse- in consultation with experts from minis- work out the most appropriate way for problem with children dropping out quences for students. The presence of an tries of defense and armed forces from Norway to incorporate the Guidelines. of school, due to things such as early armed force inside a school turns that different areas around the world, and We will all learn from the best examples child marriage, or because children felt school into a target for enemy attack. because they draw upon examples of of good practice by states. compelled to start working early. And And we have documented cases where good practice already exercised by some as a result, the government had actually indeed schools have been damaged and armed forces, the Guidelines are incred- And on that note, I wanted to end with a given this school money for 200 scholar- destroyed in attacks because they were ibly practical. They acknowledge that more positive story from an investigation ships to help bring girls who had already being used for military purposes, and in parties to armed conflict are invariably I carried out for Human Rights Watch. dropped out of school, back into school. the worst cases students and teachers faced with difficult dilemmas requiring It comes from the Philippines, where But, because of the presence of these were present at their schools at the time pragmatic solutions. They are, therefore, they have one of the world’s best laws just 10 armed men who were using two of attack, and some have been injured very flexible. As is the Declaration. They protecting schools from military use. of the school’s classrooms, the parents and even killed as a result of such also recognize that different militaries I was in the far north of the country of these 200 girls were unwilling to let attacks. And so the military use of and different countries have different when I had heard rumors that the armed their daughters return to school, despite schools leads to students being exclud- command and control mechanisms for forces has established a base inside a these scholarships. And the reason was ed and dropping out from schools and their forces. local school, and I had gone to investi- that they were unwilling to leave their universities, lower levels of new gate whether this was true. I got to the teenage daughters alone in this environ- enrollments into schools, poorer rates of So the Guidelines ask that parties to school late in the day, and I always find ment with these young armed men, out attendance in schools, and lower levels armed conflict – both government armed it a bit eerie when you get to a school of fear of possible sexual misconduct, or of transition from one level of schooling forces and non-state actors as well – and it lacks that joyous cacophony of abuse, or harassment. to the next. The education of girls seems incorporate their guidance as far as children playing or learning. But as to be particularly negatively affected by possible and as appropriate, into their I walked toward the school I could not And so that’s when it really hit home the practice of military use of schools. doctrine, military manuals, rules of see any of the telltale signs of military to me. Here you had a government who engagement, operational orders, train- occupation that I usually see when with one hand was trying its utmost best Now we’ve already heard today that ings, and other means of dissemina- investigating this problem. There were to get girls into schools, but because of the military use of schools had been tion, to encourage appropriate practice no barbed wire, sandbags, observation the activities of another arm of the documented in 26 countries in the past throughout the chain of command. But fortresses, or armed sentries. government, they were failing. And it’s decade. But let’s just put that number it recognizes that parties to armed unfortunate to have to point this out, into perspective. That’s the majority conflict should determine the most Instead, a genial-looking man was but the fear of those parents of the of countries with armed conflict appropriate method of doing this. fumbling with his satchel as he closed girls at Kasma Middle School were during that time period. And we’ve the school gate. And when I asked for not unfounded. found instances in the Americas, in And that’s why it’s so important to the school headmaster, his face lit up: Africa, in Europe, in the Middle East, emphasize that today is just the begin- “Well, that’s me!” When I explained why Members of the Global Coalition to and in Asia. So we can say this is a ning. Because as more and more states I had come to his school, he shook his Protect Education from Attack have global problem. And therefore, it’s in become more and more aware of the head, saying: “No, that’s not true.” And documented that soldiers using schools need of a global response. And that’s negative consequences of military use of then he took me to his home, and told for military purposes have indeed raped what today’s Safe Schools Declaration schools and universities, they are being me what had really happened. The mil- and sexually violated and harassed and Guidelines are offering. The Decla- more concerned about developing con- itary had been conducting operations in 30 The Oslo Conference on Safe Schools Protecting Education from Attack 31

the area the year before, and an officer schools should not be used for military armed non-State actors to respect inter- ball on its pitch and used it as a landing had come to ask the headmaster wheth- purposes.” And by this time, his finger national humanitarian norms in armed pad for their helicopter. That was the er the troops could establish a temporary had found the relevant provision in his conflict, particularly those norms related day I understood how important it was base in the school’s kitchen building. copy of the law, and he looked up at me, to the protection of civilians. We are to work towards protecting schools from As the headmaster explained to me, grinning. currently focusing our efforts on banning military activities of all parties to a con- “I opposed it, I said no,” and that then the use of anti-personnel mines, protect- flict. I understood how one belligerent’s “There was a heated discussion between Now, as I said, the Philippines is one of ing children from the effects of armed behaviour could lead to a reaction from the officer and myself.” the few countries in the world that has conflict, and prohibiting sexual violence its opponents, both then having a huge both legislation and military policies in armed conflict and working towards impact on innocent children, on their A few days later, when the headmas- explicitly regulating the practice of the elimination of gender discrimina- education, on their future. ter was enjoying coffee after church, militaries using schools. And as this tion. We also respond to requests from a more senior officer approached him. case – and the smile on the headmas- armed groups to help them build their On this question of impact, I would The officer began by complaining about ters’ face-illustrate, having clear explicit knowledge of international humanitar- like to add something: yesterday we how cold it was where the soldiers were standards protecting schools from ian norms and their capacity to imple- mentioned several consequences: camping, and again broached wheth- military use can give teachers and ment them. Geneva Call’s key tool for schools are closed, education is inter- er they could set up a barracks in the communities a tool to help protect their engaging with armed non-State actors rupted, etc. One important aspect was school. The headmaster’s eyes twinkled schools. However it shouldn’t be left to is the Deed of Commitment. The Deed of not mentioned. When schools are at- as he told me the next part: “I told him teachers to fend off armed forces. The Commitment process gives armed groups tacked and destroyed, when violence about the Philippines’ law… I told him challenge now is for governments to the opportunity to formally sign a docu- is everywhere, when militarization of about the law that is for the protection ensure that they are giving clear and ment, express their agreement to abide the society is becoming stronger and of children.” And as the headmaster told explicit guidance to their forces about by humanitarian norms and to take own- stronger, and when children have me this, he was rummaging in his bag to how they can better protect students, ership of these rules. This is followed up nothing to do because their schools are pull out a dog-eared copy of the law. teachers, and schools. And that’s why with trainings and monitoring. closed, the temptation for these children He told me: “I always carry with me I want to thank all of the states who are to join an armed group and to fight some legal documents… So I told him, here today, willing and eager to take Protecting education has been on “for a cause” is strong. In fact, putting ‘I’m sorry, General, but we are concerned this next step. Geneva Call’s agenda for some time children at risk by using a school for with children, and it is very clear that now. Back in 2002, when Geneva Call military purposes can lead to an even was still a young organization, we had greater risk for these children: that of planned a meeting with a military leader becoming a child soldier. We have from an armed group. The day before collected several testimonies attesting 8.2 Elisabeth Decrey-Warner, Executive President of the meeting, we heard that this group that. Geneva Call: The relevance of the Guidelines for armed had laid anti-personnel mines around non-state actors a school and its football pitch. I had to It doesn’t matter who is occupying the ask myself, “Why am I going to meet this school, or who is using it for training or Firstly, I would like to thank the organ- pleased to be here to explain why it is so guy? Somebody who’s able to lay mines exercises; it doesn’t make any difference izers for having invited Geneva Call to important to engage also with armed where children play and go to school? to the child if the author of the misuse take the floor at this important confer- non-State actors on this topic. Whether What could I possibly say to a guy like are the State armed forces or an armed ence. Geneva Call is convinced that the we like them or whether we don’t like that?” I nearly decided to leave with- group. Its school has become synony- protection of schools during conflict is them – they are part of the problem. out meeting him, but finally I decided mous with the risk of attack, potential essential. We have played an active role So they will be part of the solution. to stay. During the meeting, I couldn’t violence and death. Regular armed in this process, notably by being a mem- help but ask him: “Why did you lay forces or armed groups? The result is the ber of the Global Coalition to Protect Perhaps two words on Geneva Call, as mines around the school and its football same. This is why we have to work with Education from Attack, as well as by not everybody knows us. Geneva Call is pitch?” I learned that it was because the all the parties to the conflicts. taking part in the drafting committee a neutral, impartial non-governmental adversaries were using the school as a of the Guidelines. I am therefore very organization dedicated to engaging with dormitory, and because they played foot- In November last year, Geneva Call 32 The Oslo Conference on Safe Schools Protecting Education from Attack 33

organized a one-week meeting with tecting these schools. They may do so their potential to play an important role to do the same! However, if the number representatives of 35 armed groups from with military people, wearing military in upholding the Guidelines. of countries endorsing this declaration 14 countries. The Guidelines were uniforms and bearing weapons, and Today, States will endorse the Safe is high, it will be an important message, included in the agenda and presented surrounding the school. And… you see School Declaration. For obvious reasons a strong incentive for armed groups to and discussed with the contribution of the problem: The groups are trying to armed non-State actors are not invited implement its accompanying Guidelines. Human Rights Watch, Save the Children, do good, but finally they end up doing and Prof. Steven Haines. At the end of wrong… This is part of my message the week, the armed groups present today. The reality in the field is some- adopted a final declaration. They men- times very complex, and we need to tioned the Guidelines in the text and find pragmatic solutions. For that the 9 Session IV: Ensuring Safe Schools – decided “to take them into considera- Guidelines will be a very useful tool in A Broader Engagement tion.”Also, as part of its child protection Geneva Call’s work. It will be important work, Geneva Call has already engaged to continue the dissemination of the with about 50 armed non-State actors Guidelines to armed non-State actors so on this topic. Some of them have carried they can learn about them, implement 9.1 H.E. Farooq Wardak, Former Minister of Education in the out awareness raising programmes and them and use them as tools to prevent Islamic Republic of Afghanistan: Continuation of education put into place internal policies against the use of educational institutions for in conflict and re-establishing education post conflict. targeting schools or using schools for military purposes. The Guidelines are Summary of introduction. military activities. 15 of them have intended for use by all the parties signed the Deed of Commitment for the involved in armed conflicts and consider Mr Wardak began his statement by President of Afghanistan, as Minister protection of children from the effects armed non-State actors to be essential expressing his heartfelt gratitude to of Parliamentary Affairs, and as chief of armed conflict. The most important stakeholders in their implementation. the Norwegian Government and civil executive of successive elections. In the element of the Deed is the prohibition This is important for them. They must society actors involved for hosting this 1980s and 1990s he worked with NGOs of the use of children in hostilities. But feel that this process does indeed con- timely event on a matter of significant to deliver educational services in the there is also an article by which the cern them – that they are included in importance for the future of humanity. areas of the country where there was armed groups commit themselves to thinking about, disseminating and Education is far more than just one a lack of functioning and formal govern- avoid using schools, or premises used implementing the process. sector of society. It is health, security and ment influence. He has worked in areas by children, for military purposes. In prosperity – it is real development. It is controlled by the Afghan Government as addition the Deed of Commitment in- Geneva Call will continue to work on a light in this world and in the world to well as in areas controlled by insurgents cludes some “positive obligations” such this topic. We will continue to dissemi- come. Mr Wardak thanked those pres- while promoting education and ensuring as providing education in areas that the nate the Guidelines to armed non-State ent for the opportunity to share some of the operation of educational facilities. group controls. I quote the text: “We actors and engage them. Simultaneously, his experience concerning education in The work that has been done in Afghan- accept also to provide children in areas we will do more research on which fac- both conflict and post-conflict situations. istan to increase access to education where we exercise authority with the aid tors lead to the use or attack of schools. While other speakers had highlighted has resulted in a substantial increase and care they require…, we will: take This will help us to develop the strong the importance of education and the in the number of enrolled students, as concrete measures towards ensuring arguments, which we need to convince safety of schools, Mr Wardak said he well as an increase in the number of that children have access to adequate armed groups to change their behaviour. would present some of the strategies teachers, schools and other educational food, health care, education, and where Finally, we will also raise awareness of developed in Afghanistan that have institutions. Mr Wardak shared six broad possible, leisure and cultural activities.” the Guidelines in communities affected proved helpful in protecting education strategies that have proved effective in by conflict. Civilians in the field very from attack. promoting and protecting education in But it could lead to a new problem: often have contacts with fighters from Afghanistan. If armed groups control territories and armed groups. They sometimes have Mr Wardak has worked in the field of facilitate or provide education to chil- relatives inside these groups, and they education in Afghanistan for several The first strategy was to give a central dren in the regions under their control, can be good advocates for the cause of decades, both as the Minister of Educa- place to community mobilisation, organ- they will also feel responsible for pro- protecting schools. We should not forget tion and as chief of staff to the isation, and empowerment. Communi- 34 The Oslo Conference on Safe Schools Protecting Education from Attack 35

ties that were well organised enabled formal and informal forms of education. responsible for the development of of people’s lives, in one way or another, schools to operate, students to attend By combining formally approved edu- human resources share information people will do what they can to safe- school, men and women to become cation with informal social mechanisms with the ministries responsible for guard schools. teachers, and ensured the provision of that have existed for decades or even anti-insurgency operations, and this has security to education. NGOs were impor- centuries within the community, the had a major impact both in terms of The sixth and final strategy was to tant in this work, as they provided both priorities of these communities were preventing schools from being used by establish partnerships between the learning materials and salaries for teach- promoted and acknowledged. Under this the armed forces and the removal of public and private sector. On the one ers. After 2002, the role of the commu- strategy, there were innovative initiatives armed forces from school premises. hand, this injected new momentum nities was strengthened even further, such as combining mosque-based and and improved the quality and sustain- and expanded to include the provision home-based education and accelerated The fifth strategy was to constantly ability of educational services. On the of alternative paths to education. This learning programmes with formal review and adopt best practice from the other hand, it enhanced the stability and persuaded some insurgents to ‘make education. Many communities perceived region in order to learn from the expe- sustainability of educational ownership. peace with’ education and consider this as recognition of their own needs riences of others. This has for instance When the parties to a conflict see that schools as peace zones, and it facilitated and priorities, and this made them included open schooling and has helped schools are the property of the local the re-opening of schools that had been increasingly committed to their owner- raise the status of education by linking communities and other stakeholders, abandoned due to a lack of security. The ship role in the context of education. the community to schools and therefore not just the property of the government expansion of the community-centred enhancing the protection of schools. or their enemies, it is not as easy to approach made it possible to establish The third strategy was to focus on When schools become an integral part occupy them. single classroom community schools in building the capacity of educational areas that are difficult to reach. It facil- institutions, particularly at the sub- itated the relocation of female teachers national level, in order to improve the from urban centres to educate girls in management, quality and pace of service 9.2 Sikander Khan, Deputy Director Office of Emergency disenfranchised areas where there was delivery. This process has included the Programmes – UNICEF: Consequences of lost education a lack of female teachers. Communities decentralisation of educational manage- due to conflict – today and for the future were able to take steps to reduce ment and the involvement of local absenteeism among students and teach- communities in educational manage- There are 230 million children living entire generation. Before the war, almost ers alike. The role of communities in ment. In order to strengthen the national in conflict situations around the world all of Syria’s children were enrolled in managing schools is currently being educational institutions and enhance today. 2 There are also 58 million primary school and literacy rates were further refined to make communities the their performance, every government primary-school aged children who are at 95% for 15–24 year-olds.6 Four years ultimate ‘owner’ of schools and edu- must work with their national and inter- out of school 3. Thirty six percent of into the conflict, almost three million cation. When it is the community that national partners to align external these out-of school children, an alarm- children were no longer in school and ‘owns’ education, it is not easy for any resources and national priorities more ing 21 million, live in conflict-affected Syria was estimated to have one of the party to a conflict to abandon schools, closely, and the national institutions countries.4 Even higher numbers of lowest enrolment rates in the world. attack schools, occupy schools or use must gradually take over key responsi- adolescents are missing out on Enrolment in Aleppo was as low as 6%, them as bases or barracks. Schools are bilities relating to educational service education in these countries. In short, while half of refugee children in neigh- safer when they belong to the communi- delivery. we are letting war and armed conflict bouring countries were not receiving any ty rather than to a belligerent party in shut down our children’s education. education.7 an ongoing conflict. The fourth strategy was to increase In alone 81 percent of primary- synergy between various service delivery aged children are out of school.5 The second strategy used to meet the ministries, departments and organisa- 2 UNICEF, 2015. An agenda for every child 2015. This is a very serious situation. If a child 3 UNICEF, 2015. The investment case for education various needs of the Afghan population tions responsible for human resource and equity. and to encourage communities to development. By developing clusters doesn’t complete primary school, he or 4 UNESCO, EFA Global Monitoring Report. 2015. increase their stake in education was to of these entities, it has been possible to she will not go on to secondary school. 5 ODI, 2015. Investment for education in emergencies. enhance cohesion between the formal improve information-sharing across Literally, it takes just the primary school 6 Save the Children, 2015. The cost of war. educational system and various semi- areas of responsibilities. The ministries years – around 7 years – to lose an 7 Idem. 36 The Oslo Conference on Safe Schools Protecting Education from Attack 37

The war in Syria is now in its 5th year. Safe schools, emergency education This is a compelling thought for any educated generation fade into the dis- We are in serious danger of losing this programmes and child friendly spac- humanitarian – or anyone else for that tance, leaving a void of governance and generation, if we haven’t already. es not only deliver immediate support matter.12 service provision in which it is almost and reduce risks, but they also provide impossible to build on national capacity When we let conflicts disrupt education, a structure to deliver other lifesaving But let us return to the idea of losing a or nurture a stable, peaceable, demo- two things happen. Firstly, a central and interventions, such as food, water, san- whole generation. What happens when cratic country. I’m sure that I am talking critical piece of the protective fabric in itation and health services. School staff millions of children who have missed to the converted – we are all brought each child’s life is removed. Where war communicate key messages about safety, out on education grow up? These adults here by a common conviction that edu- exposes girls and boys to fear, isolation, provide vital life skills and information have reduced opportunities to progress cation is a non-negotiable human right uncertainty and violence, school can about health and hygiene, and raise in life and the lower rates of social – and one which cannot wait; on the offer reassurance, hope, friendship, awareness of the dangers of landmines capital across the board limit produc- contrary, it is urgent – the 50 million safety and a sense of normalcy. Without and unexploded ordnance.9 If children tivity. Save the Children estimates that or so children I mentioned who are out school the effects of war on children do not have access to schools, they are the long-term impact on Syria’s econo- of school needed to be back in school are very direct. Toxic stress (the kind missing out on vital information that my of 2.8 million Syrian children never yesterday. But believe it or not, we do of stress that children experience when could save their lives or help save the returning to school could be as much as not represent the mainstream. There they are exposed to violence or neglect lives of others.10 5.4% of GDP, which equates to almost remain donors, humanitarians, politi- on an ongoing basis) damages brain $2.19bn. cians and others in positions of power development permanently in very young Furthermore, the evidence over the who do not see the urgency of educa- children.8 We see children as young as long term shows us that maintaining We know that education is the most tion, and in conflict zones across the 8 or 9 taking on adult roles within their education, even in the midst of conflict powerful strategy we have to break the world education remains deprioritized families, as their parents struggle to is one of the single best things we can cycle of poverty and disadvantage for and severely underfunded. In fact, cope, often resorting to flight or sepa- do to save lives. Higher levels of girls’ individuals, families and countries. education is often the least funded ration in order to survive and maintain education are associated with delayed We know that it contributes to higher sector of humanitarian response. care for children. We see all children, childbirth, lower fertility rates, signifi- income and empowerment and especially adolescents, demonstrating cantly higher prenatal care and lower decreased poverty levels. Improving There are many reasons for this. The signs of anxiety and depression as their child mortality. In fact, education of girls the quality of learning contributes to humanitarian landscape is a crowded cognitive, emotional and social develop- has such a strong effect on survival and economic growth. Studies show that one, fraught with dilemmas and trade- ment is curtailed by the violence around wellbeing that research suggests half of each additional year of education is offs: is it more important to feed them. This is an overwhelming reality the reduction in the mortality of children associated with an 18 per cent higher children, keep them safe from harm, amongst refugee and displaced popula- under 5 between 1970 and 2009 can be gross domestic product per capita.13 or ensure that they have access to tions around the world today. traced to increases in the average years We know that education is the founda- school? Of course it’s all important, of schooling for women of reproductive tion of peaceful societies. We know the but resources are finite and too few. The second thing that happens when age.11 transformative power of education. Humanitarians and donors are strug- education stops due to conflict is a gling to do the right thing. Let me dramatic escalation in the risks facing So schools save lives. Or to say it We also know what the opposite of that therefore share two simple truths to help girls and boys of different ages. Girls another way, when schools close, looks like. Protracted conflicts, political us navigate towards that right thing: who are not in school are more likely to children die. instability and intractable poverty are be married before they reach adulthood. the dividends of letting education slide Firstly, parents and children in situations Adolescent boys and girls are at higher from our agenda. According to the 2015 of conflict ask for education. They risk of joining armed groups or criminal 8 UNICEF, 2014. Building better brains & better Education for All Global Monitoring prioritize it. And they want it now. outcomes for children: New frontiers in early gangs; and levels of exploitation and childhood development. Report, wherever the level of education- abuse, including trafficking and sexual 9 Education Cluster, 2012. Education: al inequality doubled, the probability 12 Save the Children, 2015. The cost of war. violence also increase. An essential component of humanitarian response. of conflict also doubled.14 And where 13 UNICEF, 2015. The investment case for 10 Idem. education and equity. 11 ODI, 2015. Investment for education conflicts are protracted – and they 14 UNESCO, 2015. Education for all global in emergencies. almost always are – we see the last monitoring report. 38 The Oslo Conference on Safe Schools Protecting Education from Attack 39

Parents describe that it is in the first nowadays we are seeing that as much as three months of a crisis that children 70% of those displaced by war are girls 9.3 Iris Muller, Legal Advisor International Committee of the are particularly exposed to acute physi- and boys.16 So education is more press- Red Cross (ICRC): Protection of education in armed conflict cal and psychosocial risks which can be ing than ever – with such a powerful offset by the restorative experience of tool in our (otherwise rather depleted) Through its presence and humanitarian a school is attacked, or when access to going back to school. They tell us that protection toolbox, we would do well to activities across the globe, the Inter- education is otherwise impeded, the when their children are in class this frees use it at scale. national Committee of the Red Cross harm suffered by children, their families them up to secure other basic needs.15 (ICRC) regularly witnesses how and communities is therefore profound The longer children are made to wait for Let me close with a question. If, because education is affected in armed conflicts. and often long-lasting. education, the greater the risk to them of political failures your child stopped The sometimes excessive use of force and the greater the strain on the family. going to school, what would you do? by armed forces or organized non-state Under international humanitarian Shouldn’t we be listening to what these As a parent, let me tell you that I’d armed groups, combined with the fact law, parties to armed conflict must at families are telling us? This seems like be concerned if my children were out that hostilities often take place in all times distinguish between military a cornerstone in our accountability to of school for even a week. I wouldn’t urban areas, make educational facilities, objectives on the one hand and civilian affected populations. I have just come let it go longer than that. If someone students and teachers frequent casual- objects on the other. Only military objec- back from , where families told me suggested that my children’s schooling ties. Evidence suggests that education tives may be lawfully targeted. Schools what they most need is education and should wait until the war ended, I’d is not only inadvertently affected by are presumed to be civilian objects and cash. So why aren’t these the priorities question their sanity – as well as the armed conflicts, but access to education protected as such against direct attack. for the humanitarian effort? And just seriousness of their intentions. As every might sometimes also be intentionally However, this protection ceases when what are we supposed to tell the parents parent knows, even in extremis, we will impaired. a school becomes a military objective, and children that said that education do whatever it takes to safeguard our which, depending on the circumstances, was their priority need? That we decided children’s wellbeing, and no matter how School buildings may be targeted direct- may be the case when they are used as, otherwise? little we have, we will always invest ly, incidentally damaged, or occupied. for example, barracks or weapon depots. it in their future. Ziauddin Yousafzai, Explosive weapons are occasionally Secondly, when we make sure that who is also with us here today, can stored in schools, which may jeopardise If a school becomes a military objective, schools are safe, they protect children. testify to this more than any of us. And access to education in the future. It is it loses protection against attack. The (With us here today is His Excellency on a personal note, I am also from the to schools that parties to armed con- military use of schools therefore multi- Farooq Wardak, whose expertise on this Swat Valley. As a boy growing up in flict sometimes go, in order to recruit plies the risk of attacks on schools – even far exceeds mine). Following the expe- Swat, I always loved to go to school, children and use them in hostilities; or though any attack, of course, remains riences in Rwanda, Srebrenica and Sri I simply could not wait. If I were a child to rape them or subject them to other subject to other rules of international Lanka amongst others, as a humanitar- in Swat today, I would be afraid to go to forms of sexual violence. As a result, humanitarian law, such as the principles ian community we have reaffirmed the school. Finally, to suggest that education parents may keep their children out of of proportionality and of precaution in centrality of protection. Operationally, can wait is irresponsible in the extreme. school and teachers may stop coming to attack. this means that we are committed to Every day of learning lost is very difficult work. Armed conflict can also lead not only providing immediate assistance, to regain. We wouldn’t allow it for our to the closure of schools. When that There is no provision of international but also to building a protective envi- own children and we shouldn’t allow it happens, more young people will be humanitarian law that specifically ronment wherever we can, building on for any children. Let’s not let this denied the opportunity to develop prohibits the military use of schools. local structures and capacities. It means happen on our watch. essential skills, and subsequently, for However, such use must be assessed supporting families’ own efforts to keep example, become more vulnerable to in light of the general provisions of out of harm’s way and to secure their unlawful recruitment. The effect of international humanitarian law. children’s present and future, recogniz- armed conflict on education is felt In particular, parties to armed conflict ing that with safety comes wellbeing, through the loss of teachers; the flight must take all feasible precautions to dignity and hope. We used to say that 15 Norwegian Refugee Council and Save the of students and staff; the destruction protect the civilian population and Children, 2013. Hear it from the children. around 50% of any population affected 16 UNHCR, 2014. South Sudan refugee of buildings; and the generalized degra- civilian objects under their control by conflict or disaster were children – emergency revised regional response plan. dation of education systems. When against the effects of attacks. Further- 40 The Oslo Conference on Safe Schools Protecting Education from Attack 41

more, children are accorded special input to the Guidelines. We also perceive protection under international human- the Safe Schools Declaration in this sense. itarian law, and there are a number of 10 Session V: Addressing the Issue – provisions that aim at guaranteeing The Guidelines and the Safe Schools Endorsement of the Safe Schools Declaration education for children during armed Declaration must be read against the conflict. In the ICRC’s view, what is background of the existing international needed is therefore not new law or a law on the subject matter they address, change to existing law, but rather – with all its details. It is that binding 10.1 Bård Glad Pedersen, Norwegian State Secretary: as so often – a better implementation legal framework that determines the Opening Words of Session V: Endorsement of of the existing law. lawfulness of a particular operation the Safe Schools Declaration under international law. However, we At the same time, proposals on how to consider that the Guidelines and Safe We have in front of us a concise and Let me use the opportunity to express reduce – as feasible – the military use of Schools Declaration can provide relevant action-oriented declaration about a our gratitude for the commitment shown educational facilities in practice can be practical guidance for those involved in complex matter. At the same time it is by both Member States and other stake- useful to prevent that education facilities the planning and execution of military a well-balanced and carefully drafted holders. I would especially like to thank become military objectives and therefore operations, in relation to decisions over document; an outcome of a number of Professor Steven Haines who led the liable to attack, that students and teach- the military use and targeting of institu- meetings and consultations in Geneva drafting of the guidelines. Before the ers are otherwise exposed to violence, tions dedicated to education. We there- in the past couple of months. floor is opened for statements, I would and that education is interrupted by fore also encourage our staff to consider like to briefly take you through the armed conflict. Over the past years, the using the Guidelines as a reference tool I know how much work many of you content of the Declaration. ICRC has therefore followed with inter- among others and have actively have put into this process – to ensure est initiatives such as the development disseminated the Guidelines amongst that we now have a document on the The first three paragraphs set the stage: of the Guidelines for Protecting Schools our delegations. table that is ready for endorsement. They address challenges related to and Universities from Military Use during military use and attacks on institutions, Armed Conflict and of the Safe Schools To conclude, Mr/Ms Chairperson, personnel and students, and not least Declaration, the reason for today’s Excellencies, Ladies and Gentlemen, they highlight the multiple benefits Conference. Armed conflict imposes immense suffer- of protecting education during armed ing on children. Much of this suffering conflicts. Let’s not forget that - funda- While not a member of the “Global could be prevented by increasing mentally - we are dealing with a range Coalition to Protect Education from knowledge of and respect for the rules of essential issues here: Safe Schools Attack” and therefore also not involved of international humanitarian law, and has to with human rights, it has to with in the process of reaching out to gov- the ICRC calls on all parties to armed humanitarian assistance in terms of ernments to encourage them to endorse conflict, international and non-interna- basic services and psycho-social support, the Guidelines, the ICRC supported the tional, to respect and ensure respect for and it has to with prospects in the longer process of drafting the Guidelines, by applicable international humanitarian term for peace, stability and develop- contributing to the substance of the law. If, in addition, the Guidelines and ment. document. We consider that the Guide- the Safe Schools Declaration succeed in lines are not legally binding in them- their aim to limit the effect of armed The declaration then moves on in selves and that they also do not propose conflict on students, teachers, paragraphs 4 and 5. These paragraphs to change existing law. We understand educational facilities and education welcomes initiatives by individual them as intended to lead to a shift of in practice, this is an outcome that, States, emphasizes the importance of the behaviour in practice that may result in I am sure, we all can only welcome. Bård Glad Pedersen, Norwegian State continuation of education in situations a reduction in the military use of schools Secretary, promised that Norway will continue of conflict, and highlights the work of to promote and disseminate the guidelines and and universities. It was on the basis of encouraged states to endorse the Safe Schools the UN Security Council on children in this understanding that we gave our Declaration. armed conflict, drawing attention also 42 The Oslo Conference on Safe Schools Protecting Education from Attack 43

to key UN Security Council resolutions conflicts and crises. We must and will in this regard. work together to uphold children’s right 10.2 Endorsement session to education. Paragraph 6 introduces the Guidelines More than 20 states took the floor to As mentioned earlier in this report, for protecting schools and universities I am extremely pleased that so many endorse the Declaration. Other states 37 countries endorsed the Safe Schools from military use during armed conflict. states have confirmed their endorse- endorsed the Declaration by signing a Declaration during the Oslo Conference. It’s noted here – and let me underline ment of the Safe Schools Declaration in written form. A number of observer A further 12 states have endorsed it this point - that the guidelines are not advance. We will soon move to the list states took the floor and stated their since the Conference, bringing the legally binding and do not affect existing of speakers to hear more endorsement intention to endorse the Declaration in current number of endorsements to legal obligations, but are informed by statements and confirmations. the near future. In addition, UN organ- 49. See page 5 for a full list. The Safe good practice. isations and NGOs stated their strong Schools Declaration is still open for Before doing so, let me repeat what my support for the Declaration. endorsement. Paragraph 7 moves on by recognizing minister said this morning: Today is not the importance of enforcing existing the end of a process, it is the beginning. international law, including obligations Today implementation begins. Some to end impunity. states have already started developing procedures and mechanisms to make In the last paragraph – paragraph use of the guidelines. And other states 11 Session VI: Closing Remarks 8 – States endorse the Guidelines, are still in process and will hopefully be affirm their commitment to work for safe able to endorse the Declaration and the schools, and agree to the following: guidelines shortly. 11.1 Argentina’s closing remarks To use the Guidelines at a national From Norway’s side we will continue level, and to bring them as appropriate our efforts to promote and disseminate Ladies and gentlemen, is an excellent example of close collab- into domestic and policy frameworks; the guidelines, and we will look for oration between states and civil society. to collect relevant data; to provide and provide opportunities for states It is an honour for me to be here today The development of the Guidelines and assistance to victims; to investigate to endorse the declaration and discuss being part of this remarkable journey. the drafting of the Safe Schools Decla- allegations of violations and where issues related to the implementation of ration are a prove that shows how far appropriate to take action; to support the guidelines. In this we count on the When Norway approached us more than we can get when States and civil socie- ‘conflict-sensitive’ education; to seek to assistance of all those present today, a year ago to join them in the efforts to ty work together for a good cause. We ensure the continuation of education both states, civil society, the Red Cross find the way to better implement the believed that we had to do something to and the re-establishment of educational movement and the UN. Guidelines for protecting schools and protect education and we joined forces facilities; to provide international coop- universities from military use during to send a strong political message to the eration and assistance where they can; Towards the end of the session we will armed conflict we did not hesitate for world. to continue to support the work of the read up the list of all states that have a minute. We wanted to be part of this UN on these issues; and - finally - to endorsed the Safe Schools Declaration, process from day one. During the numerous sessions that we meet on a regular basis to review either in advance or during today’s held in Geneva to seek consensus among progress. meeting. Should you be in doubt wheth- Fortunately Argentina is not among states we were always careful in high- er your state’s endorsement has been those countries where schools suffer lighting that the Guidelines are based on Ladies and gentlemen, more than sixty registered, please contact one of my from military attack. Does it mean that International Humanitarian Law that is states have been present at today’s staff during the session. And, as you we shouldn’t get involved in this initi- already in force. They are not intended conference. By being here you have were informed earlier today, there will ative to make schools safer? Quite the to create new legal obligations to the shown an interest and a commitment be a group photo for all states that have opposite, we believe that we all share states and that was clearly stated in the to our common goal of increasing endorsed the Declaration. the responsibility to protect the future. declaration. However, what we need protection of schools and education in The process that comes to an end today to say loud and clear is that schools 44 The Oslo Conference on Safe Schools Protecting Education from Attack 45

should be protected from attacks and at the same time they are inspiring. They development: sectors that are too often no double standards when it comes to they should never be used for military prove that the ambition to study and the disconnected in practice.For countries protecting education in armed conflict; purposes. This is a cultural change and hunger for learning is stronger than fear. living at peace and countries affected by there is one standard and it should be we are starting to make it in this historic war: some will take immediate action the highest possible. day. Finally, I would like to thank all the to respond to and mitigate actual threats countries who are endorsing the Guide- against education; others will take Many have said that we have only just Yesterday and today we had the oppor- lines today, especially those from my preventive measures in the event of war. started. It is true. That is not to say that tunity to hear many stories and testimo- region, Latin America, that are present coming to this point was easy – it was nies about children that have lost not here today. We really appreciate your This is something that only a political not -– but the hardest part probably lies only their schools but also their families commitment and support. And I would text can do – and this Declaration does it ahead of us: The implementation and and friends who claim to go back to like to make a final appeal to the rest of brilliantly. It is a Declaration of political use of the Guidelines. And I cannot but study as the only way to overcome their the international community to join us will – even courage. Such a thing is rare. take the opportunity now that I have the situation. Those are desperate stories but in this endeavour as soon as possible. floor on behalf of a number of civil Looking forward: society and UN organisations to make a What does the Safe Schools Declaration firm promise: we will review the status mean for human rights and humanitar- of progress and hold all of you account- 11.2 Anita Bay Bundegaard, Director and UN representative of ian organizations working in conflict able for your commitments. But we Save the Children in Geneva/GCPEA zones? It means that some of us can can also make the promise that we will count on your support as we monitor the contribute to the implementation of the Being the very last speaker it is inevi- but also of research and documenta- challenges and threats facing students Guidelines. We cannot wait to start using table repeating what has already been tion work, which have clearly and and teachers in conflict zones and try to them in our work in conflict situations, said. And there is particular one message consistently shown us evidence of how inform adequate response and preven- we badly and urgently need them. And that I as a representative of the GCPEA important it is to take further steps to tion measures; It means that we can be we are ready to work with States that and Save the Children do not mind re- enhance protection of education. We able to count on your support to prior- have not yet endorsed the Declaration. peating: today is a truly historic day. have heard insightful presentations that itize education during conflict; Some highlighted all the evidence this morn- of us are demonstrating through our The Norwegian Minister of Foreign It has been firmly established today that ing. We do not lack evidence. What we education programming that education Affairs, Mr Brende this morning said education is not a luxury, it is a right need is political will and courage. can be delivered safely even in areas that getting to Oslo is the result of a and a need in times of war as much as of conflict if communities are involved. collective effort. And I would add close in times of peace. The idea that educa- The uniqueness of the Safe Schools With the Declaration and the Guidelines collaboration. Between civil society, the tion can and should continue during and Declaration: we now have a new concrete tool to UN and States. despite conflict is not evident for many And the Safe Schools Declaration is a use as a basis for a dialogue with armed people, especially when compared to unique example of political will and actors to get schools vacated, to prevent We have heard so many different basic “life-saving services” such as courage. Indeed, it is unique in several recruitment of children, to prevent sexu- voices speaking about the importance of medical assistance, shelter, food assis- ways: As political declarations go, this al violence. protecting education and children. But tance, livelihoods. But over the past one is particularly strong, clear and we have not heard directly from the years there has been an increasing concrete: the commitments are impor- Political commitment made by states children themselves. recognition that schools can be pivotal tant if there is to be tangible change on here today will have an impact not spaces to ensure safety, access to other the ground. For children and communi- only at national but also at global level: Therefore, I am going to ask you to re- services and to enable long term ties affected by conflict. States that have endorsed the Decla- call how it was to be a child and having recovery. ration here today are all leading by to go to school every day. I am sure that It is a rallying point: For human rights, example and equally helping set a new some of you – us – sometimes thought The Guidelines and this Declaration humanitarian law, humanitarian standard of practice that will ensure safe that we could do without it. That it have emerged after years of discussions, assistance, protection and international schools for all worldwide. You are mak- would be a dream come true not having ing a political statement that there are to go to school every morning. In chil- 46 The Oslo Conference on Safe Schools Protecting Education from Attack 47

dren’s literature it is not unusual that the going to school is related to fear: about main character is not too fond of going becoming “backward”, forgetting what to school. I grew up with the Swedish they have learned. Fear of the prospects 12 The Safe Schools Declaration in children’s book about Pippi Longstocking without an education: of early marriag- English, French and Spanish whom I believe is the heroine of many es, pregnancy, and recruitment. Fear of children around the world. She only having to face a future without being goes to school because she would oth- prepared for it. erwise miss out on the school holidays. 12.1 Safe Schools Declaration But fiction is one thing. Reality another. I therefore do not hesitate to conclude Children living in the real world - whose that those States that have endorsed The impact of armed conflict on education of girls, to perpetuate conflict reality is war, who cannot go to school the Safe Schools Declaration today have education presents urgent humanitarian, between certain communities, to restrict because they have been attacked or are made the dream of going to school development and wider social challeng- cultural diversity, and to deny academ- being used for military purposes - have closer to coming true for millions of es. Worldwide, schools and universities ic freedom or the right of association. a very different dream. We have asked children around the world. I would like have been bombed, shelled and burned, Where educational facilities are used for children living in conflict what are their to congratulate us all – and in particu- and children, students, teachers and military purposes it can increase the risk main concerns. And education comes lar to thank Norway and Argentina for academics have been killed, maimed, of the recruitment and use of children by out on top of their list. For many even the strong and committed leadership abducted or arbitrarily detained. armed actors or may leave children and before shelter and food. Why? What throughout the process. Educational facilities have been used by youth vulnerable to sexual abuse or they tell us is that what is the purpose of parties to armed conflict as, inter alia, exploitation. In particular, it may surviving if you cannot live. They dream I would like to echo the words of the bases, barracks or detention centres. increase the likelihood that education about going back to school. When you deputy foreign minister of Norway, Bård Such actions expose students and institutions are attacked. ask children deprived of their right and Glad Pedersen who yesterday reminded education personnel to harm, deny opportunity to be educated what they us: the reward for all the work done up large numbers of children and students By contrast, education can help to think about not going to school, they do to this date is ... more work. their right to education and so deprive protect children and youth from death, not reply that they think it is wonderful So, wherever you go, whatever relevant communities of the foundations on injury and exploitation; it can alleviate to sleep in and be free to play and do fora you go to, bring the Declaration and which to build their future. In many the psychological impact of armed con- what they feel like for the rest of the day. Guidelines with you. countries, armed conflict continues to flict by offering routine and stability and Instead they are worried. For them not destroy not just school infrastructure, can provide links to other vital services. but the hopes and ambitions of a whole Education that is ‘conflict sensitive’ generation of children. avoids contributing to conflict and pursues a contribution to peace. Educa- Attacks on education include violence tion is fundamental to development and against educational facilities, students to the full enjoyment of human rights and education personnel. Attacks, and and freedoms. We will do our utmost to threats of attack, can cause severe and see that places of education are places long lasting harm to individuals and of safety. societies. Access to education may be undermined; the functioning of We welcome initiatives by individual educational facilities may be blocked, States to promote and protect the right or education personnel and students to education and to facilitate the may stay away, fearing for their safety. continuation of education in situations Attacks on schools and universities have of armed conflict. Continuation of been used to promote intolerance and education can provide life-saving health exclusion – to further gender discrimina- information as well as advice on specific tion, for example by preventing the risks in societies facing armed conflict. 48 The Oslo Conference on Safe Schools Protecting Education from Attack 49

We commend the work of the United particular; committed to working Conflict and other relevant UN organs, and civil society, so as to review the Nations Security Council on children together towards safe schools for all; entities and agencies; and implementation of this declaration and and armed conflict and acknowledge we endorse the Guidelines for protecting • Meet on a regular basis, inviting the use of the guidelines. the importance of the monitoring and schools and universities from military use relevant international organisation reporting mechanism for grave viola- during armed conflict, and will: tions against children in armed conflict. We emphasize the importance of Securi- • Use the Guidelines, and bring them ty Council resolution 1998 (2011), and into domestic policy and operational 12.2 Déclaration sur la sécurité dans les écoles 2143 (2014) which, inter alia, urges all frameworks as far as possible and parties to armed conflict to refrain from appropriate; L ’ impact des conflits armés sur l’édu- individus et aux sociétés. L’accès à actions that impede children’s access • Make every effort at a national cation engendre des défis humanitaires l’éducation peut être compromis, to education and encourages Member level to collect reliable relevant data et de développement et des problèmes le fonctionnement des établissements States to consider concrete measures to on attacks on educational facilities, sociaux plus larges auxquels il est urgent d’enseignement peut être entravé, deter the use of schools by armed forces on the victims of attacks, and on de s’attaquer. Dans le monde entier, ou bien les enseignants et les élèves and armed non-State groups in contra- military use of schools and universities des écoles et des universités ont été peuvent rester chez eux, craignant pour vention of applicable international law. during armed conflict, including bombardées, détruites ou brûlées, et des leur sécurité. Les attaques contre les through existing monitoring and enfants, des étudiants, des enseignants écoles et les universités ont été utilisées We welcome the development of the reporting mechanisms; to et des universitaires ont été tués, pour promouvoir l’intolérance et Guidelines for protecting schools and facilitate such data collection; mutilés, enlevés ou détenus de manière l’exclusion – pour favoriser la discrimi- universities from military use during and to provide assistance to victims, arbitraire. Des établissements nation fondée sur le sexe, en empêchant armed conflict. The Guidelines are in a non-discriminatory manner; d’enseignement ont été utilisés comme par exemple l’éducation des filles, pour non-legally binding, voluntary guidelines • Investigate allegations of violations bases, comme casernes ou comme perpétuer les conflits entre certaines that do not affect existing international of applicable national and interna- centres de détention par des parties aux communautés, pour limiter la diversi- law. They draw on existing good practice tional law and, where appropriate, conflits armés. Ces agissements exposent té culturelle et pour refuser la liberté and aim to provide guidance that will duly prosecute perpetrators; les étudiants et le personnel enseignant académique ou le droit d’association. further reduce the impact of armed con- • Develop, adopt and promote à des dangers, empêchent un grand L’utilisation d’établissements d’enseigne- flict on education. We welcome efforts ‘conflict-sensitive’ approaches to nombre d’enfants et d’étudiants ment à des fins militaires peut accroître to disseminate these guidelines and to education in international humanitar- d’exercer leur droit à l’éducation et le risque d’enrôlement et d’emploi promote their implementation among ian and development programmes, privent des communautés entières d’enfants par des acteurs armés ou armed forces, armed groups and other and at a national level where relevant; des bases nécessaires pour construire exposer les enfants et les jeunes à des relevant actors. • Seek to ensure the continuation of leur avenir. Dans de nombreux pays, abus ou exploitations à caractère sexuel. education during armed conflict, les conflits armés continuent ainsi de Elle peut en particulier augmenter le We stress the importance, in all circum- support the re-establishment of détruire non seulement les infrastruc- risque d’attaques contre les institutions stances, of full respect for applicable educational facilities and, where in tures scolaires, mais aussi les espoirs et dédiées à l’éducation. international law, including the need to a position to do so, provide and les ambitions de toute une génération comply with the relevant obligations to facilitate international cooperation d’enfants. En revanche, l’éducation peut contri- end impunity. and assistance to programmes work- buer à protéger les enfants et les jeunes ing to prevent or respond to attacks Les attaques contre l’éducation com- contre la mort, les dommages corporels Recognizing the right to education and on education, including for the prennent les actes de violence contre et l’exploitation ; elle peut atténuer the role of education in promoting implementation of this declaration; les établissements d’enseignement, les l’impact psychologique des conflits understanding, tolerance and friend- • Support the efforts of the UN Security étudiants et le personnel enseignant. armés en offrant une routine et une ship among all nations; determined Council on children and armed Les attaques, ainsi que les menaces stabilité et donner accès à d’autres progressively to strengthen in practice conflict, and of the Special services essentiels. Une éducation qui the protection of civilians in armed Representative of the Secretary- d’attaque, peuvent causer des tient compte des conflits n’alimente pas conflict, and of children and youth in General for Children and Armed préjudices graves et durables aux le conflit et contribue à la paix. L’éduca- 50 The Oslo Conference on Safe Schools Protecting Education from Attack 51

tion est fondamentale au développement international en vigueur. Elles s’inspirent durant les conflits armés, universitaires et, si nous sommes en et à la pleine jouissance des droits de des bonnes pratiques existantes et four- notamment par les mécanismes mesure de le faire, fournirons et l’homme et des libertés. Nous ferons tout nissent des orientations destinées à existants de surveillance et de faciliterons une coopération et une notre possible pour veiller à ce que les réduire encore l’impact des conflits communication de l’information, pour assistance internationales aux lieux d’éducation soient des lieux sûrs. armés sur l’éducation. Nous saluons faciliter cette collecte de données et programmes destinés à prévenir les les efforts déployés pour diffuser ces pour apporter une assistance non- attaques contre l’éducation, ou à y Nous saluons les initiatives prises par lignes directrices aux forces armées, discriminatoire aux victimes ; riposter, notamment pour la mise en certains États pour promouvoir et proté- aux groupes armés et aux autres acteurs • nous enquêterons sur les allégations œuvre de cette déclaration ; ger le droit à l’éducation et pour faciliter concernés et promouvoir leur mise en de violation du droit national et inter • nous soutiendrons les efforts du la continuité de l’éducation dans des œuvre. national en vigueur et, le cas échéant, Conseil de sécurité de l’ONU situations de conflit armé. Lorsque la poursuivrons les auteurs de manière concernant le sort des enfants dans continuité de l’éducation est assurée, des Nous rappelons l’importance, en toutes appropriée ; les conflits armés et du Représentant informations vitales sur la santé ainsi circonstances, du respect total du droit • nous élaborerons, adopterons et spécial du Secrétaire général pour que des conseils sur les risques inhérents international applicable, et notamment promouvrons, dans le cadre de le sort des enfants en temps de conflit aux sociétés en proie à un conflit armé la nécessité de se conformer aux obli- programmes humanitaires et de armé ainsi que d’autres organismes, peuvent être transmis. gations pertinentes en matière de lutte développement et, le cas échéant, entités et institutions pertinents de contre l’impunité. au niveau national, des approches l’ONU ; Nous nous félicitons des travaux du dans le domaine de l’éducation qui • nous nous réunirons régulièrement, Conseil de sécurité des Nations Unies sur Reconnaissant le droit à l’éducation et tiennent compte des conflits ; en invitant les organisations le sort des enfants en temps de conflit le rôle de l’éducation pour promouvoir • nous essaierons d’assurer la continuité internationales concernées et la armé et reconnaissons le rôle crucial du la compréhension, la tolérance et de l’éducation durant les conflits société civile, afin d’examiner la mise mécanisme de surveillance et de com- l’amitié entre toutes les nations ; armés, soutiendrons le rétablissement en œuvre de cette déclaration et munication de l’information pour les déterminés à renforcer progressivement des installations scolaires et l’utilisation des lignes directrices. violations graves commises contre les et concrètement la protection des civils enfants dans des conflits armés. Nous dans les conflits armés, et en particu- soulignons l’importance des résolutions lier des enfants et des jeunes ; résolus à 1998 (2011) et 2143 (2014) du Conseil œuvrer ensemble pour assurer la sécuri- 12.3 Declaración sobre Escuelas Seguras de sécurité qui, entre autres, demandent té dans toutes les écoles; nous approu- instamment à toutes les parties à des vons les Lignes directrices pour la El impacto de los conflictos armados de niños y estudiantes su derecho a la conflits armés de s’abstenir de toute protection des écoles et des universités sobre la educación plantea retos de educación y privan así a las comuni- action qui entraverait l’accès des enfants contre l’utilisation militaire durant les emergencia humanitaria y desarrollo, dades de unos cimientos sobre los que à l’éducation et encouragent les États conflits armés, et : así como también grandes desafíos construir su futuro. En muchos países, Membres à envisager de prendre des sociales. En todo el mundo se han los conflictos armados siguen destruyen- mesures concrètes pour dissuader les • nous utiliserons les Lignes directrices bombardeado e incendiado escuelas do no sólo la infraestructura escolar, sino forces armées et les groupes armés non et les intègrerons dans nos politiques y universidades y los niños, los estudian- también las esperanzas y aspiraciones de étatiques d’utiliser les écoles en violation nationales et nos cadres opérationnels, tes y los profesores e investigadores han toda una generación infantil. du droit international applicable. dans toute la mesure nécessaire et sido víctimas de asesinatos, mutilacio- possible ; nes, secuestros o detenciones arbitrarias. Los ataques a la educación incluyen Nous saluons l’élaboration des Lignes • nous ferons tout notre possible Las instalaciones educativas han sido la violencia contra las instalaciones directrices pour la protection des écoles au niveau national pour recueillir usadas por los actores de los conflictos educativas, los estudiantes y el personal et des universités contre l’utilisation des données pertinentes fiables sur armados como bases, cuarteles o centros docente. Los ataques y las amenazas de militaire durant les conflits armés. les attaques contre les établissements de detención, entre otras cosas. Tales ataque pueden causar daños graves y Ces Lignes directrices ne sont pas d’enseignement, sur les victimes de acciones exponen a daños a los estudian- muy duraderos, a los individuos y a la juridiquement contraignantes. Elles sont ces attaques, et sur l’utilisation tes y al personal docente, deniegan a sociedad. Ellos pueden socavar el ac- facultatives et n’affectent pas le droit militaire des écoles et des universités gran número ceso a la educación; bloquear el fun- 52 The Oslo Conference on Safe Schools Protecting Education from Attack 53

cionamiento de los centros educativos de la educación en situaciones de armadas, los grupos armados y otras caso, procesar como es debido o generar el absentismo del personal conflicto armado. La continuidad partes relevantes. a los perpetradores; docente y de los estudiantes, al temer de la educación puede proporcionar • Elaborar, aprobar y promover por la propia seguridad. Los ataques a información sobre salud susceptible Recalcamos la importancia del pleno enfoques ‘sensibles al conflicto’ al las escuelas y universidades han sido de salvar vidas, así como asesoramiento respeto, en todas las circunstancias, abordar la educación en los programas utilizados para promover la intolerancia sobre los riesgos específicos que afectan al derecho internacional aplicable, internacionales de ayuda humanitaria y la exclusión. Por ejemplo, para fomen- a las sociedades en que se vive un inclusive la necesidad de dar y cooperación al desarrollo, y en el tar la discriminación de género median- conflicto armado. cumplimiento a las obligaciones ámbito nacional, en su caso; te la prohibición de la educación a las pertinentes para poner fin a la • Intentar garantizar la continuidad de niñas, perpetuar el conflicto entre ciertas Encomiamos la labor del Consejo de impunidad. la educación durante los conflictos comunidades, restringir la diversidad Seguridad de las Naciones Unidas armados, apoyar el restablecimiento cultural y negar la libertad académica relativa a los niños y los conflictos Reconociendo el derecho a la educación de los servicios educativos y cuando o el derecho de asociación. Cuando se armados y reconocemos la importancia y su papel en la promoción de la com- se esté en posición de hacerlo, utilizan las instalaciones educativas con del mecanismo de supervisión y prensión, la tolerancia y la amistad entre proveer y facilitar cooperación y fines militares, puede aumentar el riesgo presentación de informes sobre las todas las naciones; decididos a reforzar asistencia internacional a programas del reclutamiento y la utilización de violaciones graves de los Derechos del progresivamente en la práctica la protec- dirigidos a prevenir o responder a niños por los actores del conflicto Niño. Hacemos hincapié en la importan- ción de la población civil en las situacio- ataques contra la educación, inclusive armado, o de hacer vulnerables a los cia de las Resoluciones 1998 (2011) nes de conflicto armado, en particular de para la implementación de esta niños y los jóvenes ante el abuso o la y 2143 (2014) del Consejo de Seguri- los niños y los jóvenes; comprometidos Declaración; explotación sexual. Tal uso puede dad, la cual, entre otras cosas, insta con la labor común en pro de unas • Apoyar los esfuerzos del Consejo particularmente hacer más probable a las partes en conflictos armados escuelas seguras para todos; apoyamos de Seguridad de la ONU sobre el ataque a las instalaciones educativas. a que se abstengan de toda medida que las Directrices para Prevenir el Uso Militar los niños y los conflictos armados y del obstaculice el acceso de los niños a la de Escuelas y Universidades durante Representante Especial del Secretario En contraste con lo anterior, la educa- educación y alienta a los Estados Conflictos Armados,y vamos a: General para la cuestión de los niños ción puede ayudar a proteger a los niños Miembros a considerar la adopción y los conflictos armados y de otros y los jóvenes de la muerte, las lesiones de medidas concretas para disuadir el • Utilizar las Directrices, e insertarlas órganos, entidades y agencias y la explotación; aliviar el impacto uso de las escuelas por fuerzas armadas dentro de la política y los marcos pertinentes de Naciones Unidas; y psicológico de los conflictos armados y grupos armados no estatales, operativos nacionales en la medida • Celebrar reuniones periódicas, a las por ofrecer rutinas y estabilidad y, infringiendo las normas internacionales de lo posible y apropiado; que se invitará a organizaciones también, proporcionar enlaces con otros vigentes. • Hacer todo lo posible a nivel nacional internacionales relevantes y a la servicios de importancia vital. Una para recoger datos fiables y relevantes sociedad civil, con el fin de examinar educación ‘sensible al conflicto’ evita Celebramos la elaboración de las sobre ataques a instalaciones la implementación de la presente contribuir a los conflictos y persigue Directrices para Prevenir el Uso Militar educativas, las víctimas de los ataques Declaración y el uso de las Directrices. hacer una aportación a la paz. La educa- de Escuelas y Universidades durante y el uso militar de las escuelas y ción es fundamental para el desarrollo Conflictos Armados. Las Directrices son universidades en situaciones de y pleno disfrute de los derechos de carácter voluntario y no vinculante conflicto armado, inclusive a través humanos y las libertades fundamenta- y no afectan a la normativa interna- de los mecanismos de supervisión y les. Haremos todo lo posible por que las cional en vigor. Se basan en las buenas presentación de informes existentes; instalaciones educativas sean lugares prácticas existentes y tienen por objeto facilitar la recopilación de dichos seguros. proporcionar orientación para datos; y proporcionar asistencia reducir aún más el impacto de los a las víctimas, de manera no Acogemos con beneplácito las iniciativas conflictos armados sobre la educación. discriminatoria; de los distintos Estados en cuanto Acogemos con agrado los esfuerzos por • Investigar las denuncias de a promover y proteger el derecho a la dar difusión a estas Directrices y promo- infracciones de las normas nacionales educación y para facilitar la continuidad ver su implementación entre las fuerzas e internacionales aplicables y, en su 54 The Oslo Conference on Safe Schools Protecting Education from Attack 55

(c) Any traces or indication of potential long-term negative effect militarisation or fortification should on a community’s access to 13 Guidelines for Protecting Schools and Universities be completely removed following education posed by damage to or from Military use during Armed Conflict the withdrawal of fighting forces, the destruction of a school. with every effort made to put right (b) The use of a school or university as soon as possible any damage by the fighting forces of one party to caused to the infrastructure of the a conflict in support of the military Parties to armed conflict are urged not to of parties to armed conflict for any institution. In particular, all weapons, effort should not serve as justifi- use schools and universities for any pur- purpose in support of their military munitions and unexploded ordnance cation for an opposing party pose in support of their military effort. effort, except in extenuating circum- or remnants of war should be cleared that captures it to continue to use it While it is acknowledged that certain stances when they are presented with from the site. in support of the military effort. uses would not be contrary to the law no viable alternative, and only for as As soon as feasible, any evidence or of armed conflict, all parties should long as no choice is possible between indication of militarisation or endeavour to avoid impinging on such use of the school or university and GUIDELINE 3: fortification should be removed students’ safety and education, using another feasible method for obtaining Schools and universities must never and the facility returned to civilian the following as a guide to responsible a similar military advantage. Other be destroyed as a measure intended authorities for the purpose of its practice: buildings should be regarded as better to deprive the opposing parties to the educational function. options and used in preference to school armed conflict of the ability to use them and university buildings, even if they in the future. Schools and universities – GUIDELINE 1: are not so conveniently placed or be they in session, closed for the day or GUIDELINE 5: Functioning schools and universities configured, except when such buildings for holidays, evacuated or abandoned – The fighting forces of parties to armed should not be used by the fighting forces are specially protected under Interna- are ordinarily civilian objects. conflict should not be employed to of parties to armed conflict in any way in tional Humanitarian Law (e.g. hospi- provide security for schools and univer- support of the military effort. tals), and keeping in mind that parties sities, except when alternative means to armed conflict must always take GUIDELINE 4: of providing essential security are not (a) This principle extends to schools and all feasible precautions to protect all While the use of a school or university available. If possible, appropriately universities that are temporarily civilian objects from attack. by the fighting forces of parties to armed trained civilian personnel should be closed outside normal class hours, conflict in support of their military effort used to provide security for schools and during weekends and holidays, and (a) Any such use of abandoned or may, depending on the circumstances, universities. If necessary, considera- during vacation periods. evacuated schools and universities have the effect of turning it into a tion should also be given to evacuating should be for the minimum time military objective subject to attack, children, students and staff to a safer (b) Parties to armed conflict should necessary. parties to armed conflict should consider location. neither use force nor offer incentives all feasible alternative measures before to education administrators to (b) Abandoned or evacuated schools attacking them, including, unless (a) If fighting forces are engaged in evacuate schools and universities and universities that are used by circumstances do not permit, warning security tasks related to schools and in order that they can be made the fighting forces of parties to the enemy in advance that an attack will universities, their presence available for use in support of the armed conflict in support of the be forthcoming unless it ceases its use. within the grounds or buildings military effort. military effort should remain should be avoided if at all possible available to allow educational (a) Prior to any attack on a school that in order to avoid compromising authorities to re-open them as soon has become a military objective, the the establishment’s civilian status GUIDELINE 2: as practicable after fighting forces parties to armed conflict should and disrupting the learning Schools and universities that have been have withdrawn from them, take into consideration the fact that environment. abandoned or evacuated because of the provided this would not risk children are entitled to special dangers presented by armed conflict endangering the security of respect and protection. An additional should not be used by the fighting forces students and staff. important consideration is the 56 The Oslo Conference on Safe Schools Protecting Education from Attack 57

GUIDELINE 6: tional orders, and other means of All parties to armed conflict should, dissemination, to encourage appropriate as far as possible and as appropriate, practice throughout the chain of 14 The Oslo Conference on Safe Schools: incorporate these Guidelines into, command. Parties to armed conflict Protecting Education from Attack for example, their doctrine, military should determine the most appropriate manuals, rules of engagement, opera- method of doing this.

PROGRAM

Thursday 28 May

16:00–18:00 Public Meeting. Protection of Children and Education in Conflict Venue: Ingeniørenes Hus, Kronprinsens gate 17, Oslo The meeting is organized by civil society and the Norwegian Ministry of Foreign Affairs

19:00 Welcome dinner Venue: Hotel Continental, Stortingsgaten 24/26 Host: State Secretary Bård Glad Pedersen, Norwegian Ministry of Foreign Affairs Conference dinner for participants

Friday 29 May

08:00 Registration for the Conference

09:00–14:00 Oslo Conference on Safe Schools: Protecting Education from Attack Venue: Ingeniørenes Hus, Kronprinsens gate 17

09:00–09:45 Session I: Opening Co-chairs: Norway (Director General Kjersti E. Andersen MFA) and Austria (Ambassador Thomas Hajnoczi) Anne Lindboe, the Norwegian Ombudsman for Children, highlighted how access to education is a fundamental human right for all children. • Mr. Børge Brende, Minister of Foreign Affairs, Norway • Ine Eriksen Søreide, Minister of Defence, Norway • George Warner, Minister of Education, The Republic of Liberia • Ziauddin Yousafzai, UN Special Advisor on Global Education and Co-founder of the Malala Fund

09:45–10:15 Session II: A Growing Challenge – Immediate and Long-Term Effects of Attacks on Schools Co-chairs: Norway (Director General Kjersti E. Andersen, MFA) and Nigeria (Peters Emuze, Minister) 58 The Oslo Conference on Safe Schools Protecting Education from Attack 59

Attacks on schools - the immediate consequences and global effects 11:00–11:30 Coffee Break • Jan Egeland, Secretary General of the Norwegian Refugee Council 11:30–13:30 Session V: Addressing the issue - Endorsement of Attacks on schools; the long-term effects on society the Safe Schools Declaration • Yvette Stevens, Ambassador, Permanent Mission of Sierra Leone in Geneva Co-chairs: Norway (State Secretary Bård Glad Pedersen and Ambassador Steffen Kongstad) and Argentina (Minister Plenipotentiary Julio César Mercado) 10:15–10:45 Session III: The Military Use of Educational Facilites in Conflict Endorsement of the declaration by states. International organisations and observers Co-chairs: Norway (Ambassador Steffen Kongstad) and Mozambique can state their support. Maximum 3 minutes per statement. (Minister Plenipotentiary Chissano Jaime Valente) Endorsement may also be done in writing. Consequences of the military use of Schools - how states can use the guidelines Please contact the endorsement desk at the Conference venue. • Bede Sheppard, Deputy Director in the Children’s Rights Division, Human Rights Watch/GCPEA 13:30 Session VI: Closing Remarks • Argentina The Relevance of the guidelines for armed non-state actors • Anita Bay Bundegaard, Director and UN representative • Elisabeth Decrey-Warner, Executive President of Geneva Call of Save the Children in Geneva/GCPEA

10:30–11:00 Session IV: Ensuring Safe Schools – a broader engagement 13:35 Group photo of the countries that have endorsed the Declaration Co-chairs: Mozambique (Minister Plenipotentiary Chissano Jaime Valente) and We ask all countries that have endorsed the Declaration to meet in the front of Save the Children Norway (Director General Tove Wang) the Conference room with their country sign.

Continuation of education in conflict and re-establishing education post conflict 14:00 Informal lunch • H.E Farooq Wardak, Former Minister of Education in the Government of the Venue: Restaurant Havsmak, Henrik Ibsens gate 4, Oslo Islamic Republic of Afghanistan Two minutes’ walk from the Conference Venue

Consequences of lost education due to conflict - today and for the future • Sikander Khan, Deputy Director, Office of Emergency Programmes, UNICEF

Protection of education in armed conflict • Iris Mueller, Legal Adviser, International Committee of the Red Cross (ICRC) Published by the Norwegian Ministry of Foreign Aff airs

Internet: www.publikasjoner.dep.no E-mail: [email protected] Phone: 22 24 00 00 Publication number: E-950 E Design: Gjerholm Design AS Cover photo: Frode O. Andersen/Ministry of Foreign Aff airs, Oslo Photo page 17: Asgeir S. Brekke/Ministry of Defence, Oslo All other photos: Ragna M. Fjeld/Ministry of Foreign Aff airs, Oslo