paper The role of education in protecting

The International Journal of Children’s Rights

The need to protect children in armed conflicts has become urgent, especially since the 1990s, and is now outstanding in the war in Ukraine. Among the violations against children in Ukraine that were identified by the UN Secretary General in 2005, were attacks on schools and hospitals. This article discusses the question of how the violation of the right to education during armed conflict can be redressed and suggests a mechanism for doing so. It uses the Russia-Ukraine war (2022) as a case study. The legal protection of children’s rights in armed conflict is facilitated by three branches of international law: international humanitarian law (or the laws of armed conflict); international human rights law; and international criminal law. This article will address the first two as well as, in a more limited way, the law of refugees. The article discusses the significance of the child’s right to education. It provides empirical data on how this right is jeopardised during armed conflict...

Journal of Politics and Law

This study was aimed to investigate issues associated with the education rights of children in international and non-international armed conflict and the influence of armed conflict on educational staff and facilities in war-torn countries. Relevant international conventions are reviewed to evaluate their effectiveness in curbing the influence of armed conflict on children's education. The study highlights the importance of international humanitarian law (IHL) in inhibiting attacks against students, educational staff, and educational facilities during armed conflict. It also reviews conventional and non-conventional methods of protection and suggests ways in which IHL may be clarified and developed to enhance the supervision of the provision of education during armed struggles. The article concludes that it is necessary to have specific international conventions, oversight bodies and relevant educational obligations in order to guarantee law enforcement and require countries or ...

1998

The UN Convention on the Rights of the Child affirms that every child has a right to education. The purpose of education is to enable the child to develop to his or her fullest possible potential and to learn respect for human rights and fundamental freedoms. The general principles of the Convention which are relevant to education cover non-discrimination, the best interests of the child, the child’s right to life, survival and development, and the child’s right to express opinions. These principles can serve as a useful instrument in discussions on how to reform schools. This paper analyses, in the light of the Convention, eight areas for progressive reform: universal access, equal opportunities, the appropriate content of education, cultural roots and global values, new methods of learning, mutual respect, pupil participation, and the role of teachers, parents and the community. It also examines the problems both of implementing and of paying for such reform. The author concludes ...

THE HUMAN RIGHTS BRIEF, 2020

The right to education for children living in armed conflict will be the key-topic of the Second International Academic Week organized by the Universities Network for Children in Armed Conflict, scheduled from 22 to 29 November 2021. The First Academic Week, launched in November 2020, focused on the topic of girl children in armed conflict. Children are the most vulnerable persons affected by the tremendous consequences of armed conflict. They are particularly subject to widespread and systematic violations of their human rights with physical, mental, emotional, and material repercussions. Armed conflicts also cause a series of severe indirect consequences for children. They experience a double trauma in situation of conflict. On one hand, children suffer gross violations as abduction, forced removal from families, illegal detention, recruitment. On the other hand, they are deprived of their daily life which include going to school and of their natural right to study and build their future. Furthermore, schools become often specific a military target including in small villages when only one school is present.

2016

isara solutions, 2016

On November 10, 1998, the United Nations General Assembly unanimously voted to proclaim the first decade of the twenty-first century, arr “International Decade for a Culture of Peace and Non-violence for the Children of the World (2201-2010). The UN made this declaration specifically for children because they are the most vulnerable individuals and most likely victims of violence of all kinds. However vulnerable they are, children are also the leaders of our future.

World Bank, Conflict Prevention and Reconstruction Unit, Working Paper No. 1, 2002

Conflict's path of devastation and chaos has dramatically slowed the ability of war-torn countries to reach the Education for All (EFA) goals adopted in Dakar in April 2000. This paper sketches the situation confronting children, their families and governments in conflict countries and describes the challenges of reaching universal primary education. Far more could be done to support education in countries suffering from conflict. The most logical starting point lies in supporting emergency education where it exists and dramatically expanding access to education where it doesn't. Yet, most primary-school-age children in war-affected areas are not in school and have no realistic hope of enrolling in one. In addition, education for and efforts to engage with youths, remain limited. This creates a volatile and dangerous situation. Youth programming, when it does exist, is usually poorly supported, and may not offer much hope in terms of opening employment and income opportunities. It generally faces stiff competition from aggressive military or criminal operatives who recruit (or abduct) children and youths into their militia or gangs, promising rich and immediate rewards. More than any other circumstance, war makes the case for providing appropriate educational responses to the needs of children and youth at risk, and exposes the dangers of neglect.