DOCSLIB.ORG

ICRC Framework for Access to Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
ICRC Framework for Access to Education Framework for Access to Education July 2017 Contents 1. Scope and definition ....................................................................................................... 3 2. Introduction .................................................................................................................... 3 Education as a humanitarian need .......................................................................... 3 The impact of armed conflict and violence on education ......................................... 5 Legal framework ...................................................................................................... 6 3. Education and emergencies: state of play ...................................................................... 9 Global level ............................................................................................................. 9 3.1.1. Education as a development activity ................................................................ 9 3.1.2. Education in humanitarian settings ................................................................... 9 3.1.3. Research and global advocacy for the protection of education from attack .....10 3.1.4. The role of non-State armed groups ................................................................11 3.1.5. The role of the private sector ...........................................................................11 3.2 International Red Cross and Red Crescent Movement ...........................................11 3.2.1. National Red Cross and Red Crescent Societies .................................................12 3.2.2. International Federation of Red Cross and Red Crescent Societies ....................12 3.2.3. International Committee of the Red Cross ...........................................................13 3.2.4. The International Red Cross and Red Crescent Movement approach .....................13 4. Challenges and gaps .....................................................................................................14 4.1. Challenge 1: Resources and coverage ...............................................................14 4.2. Challenge 2: Security threats and access ...........................................................14 4.3. Challenge 3: Duration of education programmes ................................................14 4.4. Challenge 4: Lack of support for secondary and tertiary education .....................15 4.5. Challenge 5: Urbanization ...................................................................................15 4.6. Challenge 6: Dialogue with authorities (State and non-State) .............................15 4.7. Challenge 7: Politicization ...................................................................................15 5. The ICRC and the difference we make ..........................................................................16 Exclusive humanitarian mandate ............................................................................16 Access to the authorities and weapon bearers .......................................................16 Proximity to affected people and continuity of presence .........................................16 Humanitarian analysis and focus on conflict and violence ......................................16 Multidisciplinary approach ......................................................................................16 Building a community of interest .............................................................................17 6. Access to education: key axes of engagement ..............................................................17 Axis 1: Immediate and responsive action ...............................................................18 Axis 2: Remedial action and programming .............................................................19 Axis 3: Support for or direct provision of education .................................................20 1 Axis 4: Global positioning, environment-building and policy engagement ...............20 7. Risks, limits and possible mitigation ..............................................................................21 The humanitarian sector, education and extremism ...............................................21 Loss of neutrality and impartiality ...........................................................................22 Partnerships ...........................................................................................................22 Fostering not guaranteeing security .......................................................................23 Reaching out-of-school young people ....................................................................23 Programme duration...............................................................................................23 Reputation and perception issues ..........................................................................23 8. Criteria for action ...........................................................................................................24 2 1. Scope and definition The purpose of this document is to outline how and to what extent the International Committee of the Red Cross (ICRC) will engage in operations and policy in education. Our primary objective is to respond, reactively or preventively, to the disruption of the education sector in situations of conflict and violence by enabling safe access for children, teachers and families. We see education as a learning process that allows children and adults to acquire skills that allow them to develop socially and professionally. Education allows people to develop their resilience, ability to self-protect and to appreciate human values – all of which are life-long essentials. This applies not only to formal education, but also to non-formal education and informal learning.1 While this framework takes into account all types of education and learning, our priority lies in working with the formal education sector. That said, how we respond to education needs in armed conflict and violence is context specific. This includes meeting the specific education needs of individuals, be they staff or affected communities, to develop the skills they need to deliver humanitarian services. This framework has been developed to respond to the increasing needs of people affected by conflict and violence, and the needs of States and other humanitarian organizations to support efforts to ensure education is part of any humanitarian response. The framework’s primary focus is to enable access to education, whether it be formal or less formal. The framework is accompanied by a three-year strategy (2018–2020), which will be updated based on operational experience and analysis. We recognize the broad value of education for communities affected by conflict and violence and how it helps them to develop sustainable humanitarian solutions and coping mechanisms. It enshrines our commitment – working in partnership with the International Red Cross and Red Crescent Movement (the Movement) and other organizations – to provide a better future for affected communities. 2. Introduction Education as a humanitarian need Education constitutes a humanitarian need first and foremost because it is manifested as a key concern of children, parents and communities in humanitarian situations. A report by Save the Children, which analysed 16 studies reflecting the voices of 8,749 children, revealed that “99% of children in crisis situations see education as a priority”.2 The study also takes into 1 Formal education is institutionalized, intentional and planned through public organizations and recognized private bodies, while non-formal education is an addition, alternative and/or complement to formal education. Informal learning takes place on a daily basis through our interaction with our environment, outside formal learning settings. 2 See Save the Children, What do Children Want in Times of Emergency and Crisis?, June 2015, pp. 1 and 16, available at: http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-9bd0- df91d2eba74a%7D/WHAT_DO_CHILDREN_WANT1.PDF, all web addresses accessed March 2018. 3 account the voices of parents, caregivers and communities in various situations, which also reflect the understanding of education as a priority, alongside food, shelter and water.3 Access to and provision of education is also recognized as a humanitarian need because of its life-sustaining and protective role for children and young people in crises.4 Not only does education have a transformative impact on children, it also provides a safe learning environment. Children have the opportunity to learn how to contribute to the protection and well-being of their own communities, especially in the face of conflict and violence. Education provides a sense of normality, which is essential for children who have had traumatic experiences, live in unstable situations, such as protracted conflict, or have been displaced. Humanitarian action is not simply about helping people to survive, it is also about helping people to live with dignity. People facing conflict require both emergency assistance and humanitarian interventions that enable them to live with dignity in relative safety, and this includes people who are on the move as a result of conflict. Education is essential in providing communities with the necessary skills to develop resilience and coping mechanisms to sustain their lives and livelihoods.5 In development terms, education contributes significantly
Load more

Recommended publications
  • Download the Full Report
    H U M A N PROTECTING SCHOOLS FROM R I G H T S MILITARY USE WATCH Laws, Policies, and Military Doctrine Protecting Schools from Military Use Law, Policy, and Military Doctrine Copyright © 2017 Human Rights Watch All rights reserved. Printed in the United States of America ISBN: 978-1-6231-34525 Cover design by Rafael Jimenez Human Rights Watch defends the rights of people worldwide. We scrupulously investigate abuses, expose the facts widely, and pressure those with power to respect rights and secure justice. Human Rights Watch is an independent, international organization that works as part of a vibrant movement to uphold human dignity and advance the cause of human rights for all. Human Rights Watch is an international organization with staff in more than 40 countries, and offices in Amsterdam, Beirut, Berlin, Brussels, Chicago, Geneva, Goma, Johannesburg, London, Los Angeles, Moscow, Nairobi, New York, Paris, San Francisco, Sydney, Tokyo, Toronto, Tunis, Washington DC, and Zurich. For more information, please visit our website: http://www.hrw.org March 2017 ISBN: 978-1-6231-34525 Protecting Schools from Military Use Law, Policy, and Military Doctrine Introduction ....................................................................................................................... 1 Recommendations .............................................................................................................. 6 I. International ..................................................................................................................
    [Show full text]
  • 1 BACKGROUND PAPER1 on ATTACKS AGAINST GIRLS SEEKING to ACCESS EDUCATION Table of Contents INTRODUCTION
    BACKGROUND PAPER1 ON ATTACKS AGAINST GIRLS SEEKING TO ACCESS EDUCATION Table of Contents INTRODUCTION........................................................................................................ 2 I. FRAMING THE PROBLEM .................................................................................. 4 II. THE APPLICABLE INTERNATIONAL LEGAL AND POLICY FRAMEWORKS ON EDUCATION ......................................................................... 6 A. THE FOUR ‘AS’ FRAMEWORK ............................................................................... 8 B. RIGHTS THROUGH EDUCATION ............................................................................. 9 III. ATTACKS ON GIRLS’ EDUCATION IN SITUATIONS OF INSECURITY AND CRISIS............................................................................................................... 10 IV. CAUSES AND CONSEQUENCES OF ATTACKS ON GIRLS’ EDUCATION ............................................................................................................. 14 A. CAUSES OF ATTACKS AGAINST GIRLS’ EDUCATION ............................................... 14 B. HUMAN RIGHTS CONSEQUENCES OF ATTACKS ON GIRLS’ EDUCATION ................... 17 V. CONCLUSIONS AND RECOMMENDATIONS .............................................. 22 VI. RESOURCES ....................................................................................................... 28 1 This background paper will be presented to the Committee on the Elimination of Discrimination of against Women, to contribute to the
    [Show full text]
  • When in Conflict: Guaranteeing the Right to Education in India
    Human Rights Brief Volume 23 Issue 1 Article 6 2020 When in Conflict: Guaranteeing the Right to Education in India Sanskriti Sanghi Follow this and additional works at: https://digitalcommons.wcl.american.edu/hrbrief Part of the Human Rights Law Commons Recommended Citation Sanghi, Sanskriti (2020) "When in Conflict: Guaranteeing the Right to Education in India," Human Rights Brief: Vol. 23 : Iss. 1 , Article 6. Available at: https://digitalcommons.wcl.american.edu/hrbrief/vol23/iss1/6 This Article is brought to you for free and open access by the Washington College of Law Journals & Law Reviews at Digital Commons @ American University Washington College of Law. It has been accepted for inclusion in Human Rights Brief by an authorized editor of Digital Commons @ American University Washington College of Law. For more information, please contact [email protected]. PRACTITIONERSanghi: Right to Education ARTICLES in India When in Conflict: Guaranteeing the Right to Education in India by Sanskriti Sanghi* INTRODUCTION toms applicable in armed conflict. This is established in Article 52(2) of the Additional Protocol I to the Since 2007, the military use of educational institutions Geneva Conventions, which recognized that “attacks has been documented in 29 countries, commonly shall be limited strictly to military objectives,”[5] and those countries which have been experiencing armed must comply with the rule of distinction and propor- conflict during the past decade.[1] Educational insti- tionality as required in an attack upon an object.[6] tutions have been taken over, partially or in entirety, Additionally, international humanitarian law states in order to be converted into military bases, used for that “intentionally directed attacks against buildings training fighters, used as interrogation and detention dedicated to education” constitute war crimes.[7] facilities, or to hide weapons.
    [Show full text]
  • Pdf | 427.52 Kb
    Violence Against or Obstruction of Education in Myanmar February-May 2021 July 2021 Mass Civil Disobedience Movement (CDM) protests have been taking place across Myanmar after the Myanmar armed forces (known as the Tatmadaw) seized control of the country on 1 February following a general election that the National League for Democracy (NLD) party won by a landslide and formed the State Administration Council (SAC) on 2 February. The military have since declared a state of emergency that will last for at least a year. A number of countries have condemned the takeover and subsequent violent crackdown on protesters. Hundreds of people, including children, have been killed and many injured during the protests. Over the past months violence by both state security forces and non-state armed groups has distinctly impacted teachers, schools and universities. Support for the opposition has traditionally been high among university and secondary school students and some of their teachers. This has drawn educational institutions into the conflict affecting many students including even those that may not be opposition supporters. This document by Insecurity Insight highlights reported incidents affecting teachers, schools and universities in Myanmar between 01 February and 31 May 2021 to illustrate the impact of the conflict on education. Threats and violence against education facilities and teachers affects the provision of education directly when education facilities are no safe places and teachers disappear or are fearful. Students participating in anti-junta protests have been equally touched by crack-down on the opposition. However, they are not the specific focus of this report. Incident monitoring is not well suited to identify students affected by conflict.
    [Show full text]
  • Childrenand Armedconflict
    MONTHLY UPDATE: Children and Armed Conflict SEPTEMBER 2017 Recommendations to the Security Council AFGHANISTAN The Afghan National Police (ANP), including the Afghan Local Police (ALP), and three armed groups (Haqqani Situations before the Network, Hezb-i-Islami of Gulbuddin Hekmatyar, and Taliban forces) are listed for recruitment and use of Council involving parties children. All three armed groups are also listed for killing and maiming, while the Taliban is further listed for listed for grave violations attacks on schools and/or hospitals and abduction. In September, the Secretary-General (SG) will report on against children: UNAMA’s progress pursuant to SCR 2344 (2017). From the last progress report (A/71/932/S/2017/508, para. Afghanistan 26), as of April 10, 135 children were detained on national security-related charges, including for association with anti-Government armed groups, and held in an adult maximum security detention facility in Parwan Central African Republic Province. Council Members should: Colombia Urge the Government to remove Article Nine of Annex One of the Criminal Procedural Code, which Democratic Republic enables the transfer of children to the maximum security detention facility in Parwan and apply of the Congo fully and without delay Afghanistan’s national Juvenile Code and the National Directorate for Iraq Security directive issued on July 2, 2016, instructing that children no longer be held in its detention facilities and the cessation of transfers of children to the prison; children currently being held Mali should immediately be transferred to juvenile rehabilitation centers in the provinces of origin; Myanmar (Burma) Echoing the SG’s calls (A/71/932/S/2017/508, para.
    [Show full text]
  • Questions and Answers on the Guidelines for Protecting Schools and Universities from Military Use During Armed Conflict
    QUESTIONS AND ANSWERS ON THE GUIDELINES FOR PROTECTING SCHOOLS AND UNIVERSITIES FROM MILITARY USE DURING ARMED CONFLICT Global Coalition to Protect Education from Attack GCPEA 1 GCPEA Global Coalition to Protect Education from Attack What is military use of schools and universities? During armed conflicts, schools and universities are often used by armed forces and non-state armed groups as bases, barracks and temporary shelters, defensive and offensive positions or observation posts, weapons stores, and detention and interro - gation centres. Classrooms, school grounds, and lecture halls are also used for military training and to forcibly recruit children into armed groups. Sometimes schools and universities are taken over entirely, and students are pushed out completely. At other times education facilities are partially used for military purposes, with troops building a firing position on a school’s roof, or using a few classrooms, or occupying a playground while students continue to attend. Schools can be used for military purposes for a few days, months, or even years, and may be used during school hours, or when schools are not in session, over holidays, or in the evening. In all instances, military use of schools and universities puts students, teachers, and academics at risk. Where is military use of schools and universities happening? According to the Global Coalition to Protect Education from Attack (GCPEA), between 2005 and 2014, national armed forces and non-state armed groups, multi-national forces, and even peacekeepers have used schools and universities in at least 25 countries during armed confict, including: Afghanistan, Central African Republic, Chad, Colombia, Côte d’Ivoire, Democratic Republic of Congo, Georgia, India, Iraq, Israel/Palestine, Libya, Mali, Myanmar, Nepal, Pakistan, Philippines, Somalia, South Sudan, Sri Lanka, Sudan, Syria, Thailand, Uganda, Ukraine, and Yemen.
    [Show full text]
  • GCPEA Toolkit
    Global Coalition to Protect Education from Attack IMPLEMENTING THE GUIDELINES A TOOLKIT TO GUIDE UNDERSTANDING AND IMPLEMENTATION OF THE GUIDELINES FOR PROTECTING SCHOOLS AND UNIVERSITIES FROM MILITARY USE DURING ARMED CONFLICT IMPLEMENTING THE GUIDELINES A TOOLKIT TO GUIDE UNDERSTANDING AND IMPLEMENTATION OF THE GUIDELINES FOR PROTECTING SCHOOLS AND UNIVERSITIES FROM MILITARY USE DURING ARMED CONFLICT A Message from the Global Coalition to Protect Education from Attack The Global Coalition to Protect Education from Attack (GCPEA) GCPEA is an inter-agency coalition established in 2010 by organizations working in the field of Attacks on education occur in many countries affected by armed conflict, denying schools and univer- education in emergencies and conflict-affected contexts. Organizations comprising GCPEA include sities as safe havens where students and educators can work toward a better future. These centers of those focused on higher education, protection, international human rights and humanitarian law, all of education continue to be transformed into a part of the battlefield, despite a broad body of international whom are concerned about ongoing attacks on educational institutions, their students and staff, in law requiring parties to armed conflicts to spare civilians and civilian objects as much as possible the countries affected by armed conflict and insecurity. hazards of war. GCPEA is a project of the Tides Center, a US-based nonprofit 501(c)(3) organization, and is governed by a This Toolkit is based upon the Guidelines
    [Show full text]
  • The Safe Schools Declaration a Framework for Action
    The Safe Schools Declaration A Framework For Action Global Coalition to Protect Education from Attack GCPEA GCPEA Global Coalition to Protect Education from Attack About the Global Coalition to Protect Education from Attack This paper is published by the Global Coalition to Protect Education from Attack (GCPEA), which was formed in 2010 by organizations working in the fields of education in emergencies and conflict-affected contexts, higher education, protection, and international human rights and humanitarian law who were concerned about ongoing attacks on educational institutions, their students, and staff in countries affected by conflict and insecurity. GCPEA is a coalition of organizations that includes: Article 36, The Council for At-Risk Academics (CARA), Geneva Call, Human Rights Watch, The Institute of International Education, Norwegian Refugee Council, The Office of the United Nations High Commissioner for Refugees (UNHCR), Protect Education in Insecurity and Conflict (PEIC, a program of Education Above All), Save the Children, The Scholars at Risk Network, Studentenes og Akademikernes Internasjonale Hjelpefond (SAIH), The United Nations Children’s Fund (UNICEF), The United Nations Educational, Scientific and Cultural Organization (UNESCO), and War Child Holland. GCPEA is a project of the Tides Center, a non-profit 501(c)(3) organization. This paper is independent of the individual member organizations of the Steering Committee of GCPEA and does not necessarily reflect the views of the Steering Committee member organizations.
    [Show full text]
  • Lessons in War 2015
    Lessons in War 2015 Military Use of Schools and Universities during Armed Conflict Global Coalition to Protect Education from Attack GCPEA Global Coalition to Protect Education from Attack The Global Coalition to Protect Education from Attack (GCPEA) was established in 2010 by organizations from the fields of education in emergencies and conflict-affected fragile states, higher education, protection, international human rights, and international humanitarian law who were concerned about ongoing attacks on educational institutions, their students, and staff in countries affected by conflict and insecurity. GCPEA is governed by a steering committee made up of the following international organizations: CARA (Council for at-Risk Academics), Human Rights Watch, the Institute of International Education’s Scholar Rescue Fund, Protect Education in Insecurity and Conflict, Save the Children, UNESCO, UNHCR, and UNICEF. GCPEA is a project of the Tides Center, a nonprofit 501(c)(3) organization. This study is the result of an independent external study commissioned by GCPEA. It is independent of the individual member organizations of the Steering Committee of GCPEA and does not necessarily reflect the views of the Steering Committee member organizations. Lessons in War 2015 Military Use of Schools and Universities during Armed Conflict May 2015 Global Coalition to Protect Education from Attack CONTENTS Executive Summary ........................................................................................................................5 Key Findings
    [Show full text]
  • Armed Conflict”
    COMMENTARY ON THE “Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict” Global Coalition to Protect Education from Attack GCPEA GCPEA Global Coalition to Protect Education from Attack Global Coalition to Protect GCPEA Education from Attack The Global Coalition to Protect Education from Attack (GCPEA) was established in 2010 by organizations from the fields of education in emergencies and conflict-affected fragile states, higher education, protection, international human rights, and international humanitarian law who were concerned about ongoing attacks on educational institutions, their students, and staff in countries affected by conflict and insecurity. GCPEA is governed by a Steering Committee made up of the following international organizations: CARA (Council for At-Risk Academics), Human Rights Watch, Institute of International Education/IIE Scholar Rescue Fund, Protect Education in Insecurity and Conflict , Save the Children, UNICEF, UNESCO, and UNHCR. GCPEA is a project of the Tides Center, a nonprofit 501(c)(3) organization. The draft Guidelines were prepared by an external consultant commissioned by GCPEA, based on consultations with representatives from governments, militaries, UN agencies, and inter- governmental and non-governmental organizations, some of which have direct and indirect contact with non-state actors. The Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict were finalized through a state-led process headed by Norway and Argentina in December 2014. The Safe Schools Declaration, which includes a commitment to endorse and use the Guidelines, was opened for endorsement at a conference in Oslo on May 28-29, 2015. The Guidelines, the Safe Schools Declaration, and this Commentary are independent of the individual member organizations of the Steering Committee and do not necessarily reflect the views of the Steering Committee member organizations.
    [Show full text]
  • Lessons in War Military Use of Schools and Other Education Institutions During Conflict
    Lessons in War Military Use of Schools and Other Education Institutions during Conflict Global Coalition to Protect Education from Attack GCPEA Lessons in War Military Use of Schools and Other Education Institutions during Conflict November 2012 Global Coalition to Protect Education from Attack Global Coalition to Protect Education from Attack The Global Coalition to Protect Education from Attack (GCPEA) was established in 2010 by organizations from the fields of education in emergencies and conflict-affected fragile states, higher education, protection, international human rights, and international humanitarian law who were concerned about ongoing attacks on educational institutions, their students, and staff in countries affected by conflict and insecurity. GCPEA is governed by a Steering Committee made up of the following international organizations: The Council for Assisting Refugee Academics, Education Above All, Human Rights Watch, the Institute of International Education, Save the Children International, UNESCO, UNHCR, and UNICEF. GCPEA is a project of the Tides Center, a nonprofit 501(c)(3) organization. This report is the result of an independent external study commissioned by GCPEA. It is independent of the individual member organizations of the Steering Committee of GCPEA and does not necessarily reflect the views of the Steering Committee member organizations. Vision We seek to establish a world in which all who wish to learn, teach and research, at all levels and in all forms of education, and all those who support them, can do so in conditions of safety, security, dignity and equality, free from fear, consistent with the principles of mutual understanding, peace, tolerance, and academic freedom. Mission To catalyze enhanced prevention of attacks on education, effective response to attacks, improved knowledge and understanding, better monitoring and reporting, stronger international norms and standards, and increased accountability.
    [Show full text]
  • Guidelines for Protecting Schools and Universities from Military Use During Armed Conflict (Enclosed) Into Domestic Policy and Operational Frameworks
    Submission to the Committee on the Rights of the Child‘s pre-session working group for the adoption of a list of issues to be taken up in connection to the consideration of the State Report of Estonia (1-6 February, 2016) The Global Coalition to Protect Education from Attack (GCPEA)* writes in advance of the Committee on the Rights of the Child’s pre-sessional working group for the adoption of a list of issues in relation the State Report of Estonia on the Convention on the Rights of the Child, ahead of its 73rd session1. Since the Oslo Conference on Safe Schools held in May 2015, almost 50 countries from around the world have committed to better protect education in situations of armed conflict by endorsing the Safe Schools Declaration (enclosed). However Estonia has yet to endorse the Declaration. The Safe Schools Declaration sets out a broad political commitment by states to protect education from attack, including by bringing the Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict (enclosed) into domestic policy and operational frameworks. These Guidelines, spearheaded by the Global Coalition and finalized in December 2014 under the leadership of Norway and Argentina, offer practical guidance that can help parties to conflict limit the use of educational facilities for military purposes and mitigate the impact the practice can have on students’ safety and education. The Guidelines are non-binding and do not create new international legal obligations, they rather aim to instill a voluntary shift in behavior, drawing on existing best practice, so that educational facilities remain safe spaces during conflict.
    [Show full text]