![]() All data is analysed through the framework of applicable international humanitarian law, international human rights law, international criminal law and national legislation, as well as United Nations Security Council Resolutions 1612, 1882, 1998, and 2143. The report focuses on attacks and incidents directly linked to the conflict – excluding criminal attacks affecting schools and hospitals and attacks carried out by private actors.ĭata from a case study commissioned by UNICEF on crossfire is also included. The findings of this report are based on data collected from 1 January 2013 to 31 December 2015 by the Human Rights Unit of UNAMA and UNICEF. Schools and hospitals were damaged or destroyed by targeted attacks and crossfire, with many remaining closed due to insecurity, threats or military use. This report documents how violence, threats and intimidation carried out by parties to the conflict in Afghanisatn directly harmed or impacted health and education personnel, reduced the availability of healthcare,and limited children’s access to essential health and education services. The final section of the report provides several recommendations to States and other stakeholders aimed at preventing and redressing violations of girls’ rights to, within and through education. The applicable international legal and policy framework is then outlined and the situation of girls accessing education within settings of crisis, political instability and conflict is analysed in greater detail. It looks at the impact of attacks against girls accessing education on their rights to and within educational systems as well as the broader consequences of these attacks on the promotion and protection of human rights through education by focusing on the linkages between education and a host of other civil, political, economic, social and cultural rights. Commissioned by PEIC, researched and authored by the Geneva Academy of International Humanitarian Law and Human Rights.This report begins by examining some of the explicit and implicit causes of attacks on girls’ education during peacetime and in situations of crisis, including settings of armed conflict, political instability and widespread criminal violence. If they are denied access to knowledge, we also deny them the opportunity to change their lives for the better. Further, while there is no comprehensive international legal prohibition on the now almost routine military use of educational facilities in situations of armed conflict, the trend in law and policy is firmly towards greater restriction on such use. Opening up a world of education Children love to learn. It concludes that positive international legal obligations to respect, protect, and provide education continue to apply during insecurity and armed conflict and that targeted attacks against educational staff, students, and facilities, whether by armed forces or armed non-state actors, violate the right to education. The report examines the treatment of 49 states for the period 2007-2012 by UN human rights mechanisms, and considers how they have conceptualized the right to education. These include a call for greater attention to the impact of disability on access to education in insecurity and armed conflict and advocates that protection should consistently concern all levels of education to ensure the right of adults as well as those of children to high quality education are respected, protected, and fulfilled. This publication identifies trends in the practice and contribution of UN human rights mechanisms to the protection of education in times of insecurity and armed conflict and offers recommendations on how such protection might be strengthened.
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