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Financing education and update on education in emergencies 2011, para. 93
- Paragraph text
- As discussed in the previous report on education in emergency situations (A/HRC/8/10), severely limited access to education continues to be a reality for most of the communities affected by emergencies. Despite increased attention by the international community, crucial problems persist: funding for humanitarian activities continues to ignore requirements to ensure education; schools continue to be victimized by direct and indirect violence; and preventive efforts are still timid vis-à-vis an increased impact of natural disasters. To reverse the current trend, States and other entities providing and channelling humanitarian and transitional assistance must pay enhanced attention to education in emergencies. Providing education and ensuring that education is protected during periods of emergency is not a choice, but an obligation.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- All
- Year
- 2011
Paragraph
Financing education and update on education in emergencies 2011, para. 73
- Paragraph text
- Beyond ensuring accountability for attacks against schools, targeted efforts are also required to prevent the occurrence of attacks against schools and other education institutions and to prepare them for situations of insecurity in order to minimize the damage armed conflict may cause. Finally, dedicated efforts are required to assist victims in their recovery and to ensure appropriate individual and collective reparation for these education-related violations.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
- Person(s) affected
- All
- Year
- 2011
Paragraph
Financing education and update on education in emergencies 2011, para. 83
- Paragraph text
- Enrolment in school does not alone ensure the fulfilment of the right to education if, for example, the quality of the education provided does not correspond to adequate standards. Resource constraints faced in periods of emergency do not justify overlooking basic requirements to ensure quality education, such as the presence of qualified teachers, the availability of adequate educational materials, adequate real teaching time and improved classroom environments.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
- Person(s) affected
- All
- Year
- 2011
Paragraph
Financing education and update on education in emergencies 2011, para. 85
- Paragraph text
- As discussed above, the inadequate and short-term funding of emergency and transitional education programmes deeply affect the possibilities of addressing serious deficiencies that result in very low levels of quality in education. Moreover, the overall tendency of humanitarian work to focus solely on primary education limits investment in early childhood care and development, and in secondary and higher education. This bias greatly limits prospects of progression for students and increases the challenges for training teachers.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- All
- Year
- 2011
Paragraph
Financing education and update on education in emergencies 2011, para. 87
- Paragraph text
- The effective teaching of literacy, numeracy and life skills, such as health preparedness and conflict resolution, is crucial to enhancing resilience during periods of emergency. School staff must be given adequate incentives, and have their capacity enhanced, to give appropriate attention to the psychosocial needs of students, using resources and making schedule arrangements that allow for recreational and expressive activities, as well as referring severely affected students for additional support.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Humanitarian
- Person(s) affected
- All
- Year
- 2011
Paragraph
Financing education and update on education in emergencies 2011, para. 78
- Paragraph text
- The failure of Governments to tackle persistent inequalities based on income, gender, location, ethnicity and language is one of the reasons for the limited progress in the realization of the Education for All goals as well as the Millennium Development Goals. Obstacles to schooling that are already present during periods of normality have their impact obviously magnified in emergency contexts. The costs of schooling can greatly increase and commuting between school and home often becomes very difficult and insecure, further excluding those living in poverty or more vulnerable to violence. In this sense, targeted initiatives identifying marginalized groups and addressing their specific needs are necessary to avoid widening inequalities in education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
- Poverty
- Person(s) affected
- All
- Year
- 2011
Paragraph
Financing education and update on education in emergencies 2011, para. 89
- Paragraph text
- Limitations in data collection in emergency situations continue to affect humanitarian efforts as a whole. Lack of capacity to accurately assess education needs limits the possibilities for accurately designing and evaluating education initiatives in emergency contexts. As already mentioned, poor monitoring further results in invisibility and consequent impunity in situations where schools are directly targeted by violence.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- All
- Year
- 2011
Paragraph
Financing education and update on education in emergencies 2011, para. 11
- Paragraph text
- Various United Nations human rights treaty bodies have expressed concern regarding the possible impact of economic crises on the enjoyment of human rights. The Committee on Economic and Social Rights specified that "even in times of severe resources constraints, whether caused by a process of adjustment, of economic recession or by other factors, the vulnerable members of society can and indeed must be protected by the adoption of relatively low-cost targeted programmes". More recently, the Human Rights Council adopted a resolution in which it called upon States to note that the global economic and financial crises did not diminish the responsibility of national authorities in the realization of human rights.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Governance & Rule of Law
- Humanitarian
- Person(s) affected
- All
- Year
- 2011
Paragraph
Financing education and update on education in emergencies 2011, para. 74
- Paragraph text
- The increasing number of natural disasters must not be ignored by those in charge of education systems. Schools not only play a crucial role in preparing communities to be more resilient in such situations, but also need to be adequately prepared to minimize the harm that natural disasters may eventually cause to their own functioning. Thus, specific attention to the education sector is required in the development of overall disaster risk reduction strategies. At the same time, schools must develop and adopt systematic safety and security measures adapted to the specific circumstances they face.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Environment
- Humanitarian
- Person(s) affected
- All
- Year
- 2011
Paragraph
Normative action for quality education 2012, para. 36
- Paragraph text
- The Inter-Agency Network for Education in Emergencies (INEE) developed Minimum Standards for Education for a variety of different stakeholders, aimed at ensuring quality in coordinated humanitarian response that meet the educational rights and needs of people affected by disaster. They include standards relating to access, a secure learning environment, teaching and learning, and education policy. In his report to the General Assembly in 2011 (A/66/269), the Special Rapporteur also highlighted the importance of paying attention to quality in education provided in the context of emergencies.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
- Person(s) affected
- All
- Year
- 2012
Paragraph
Financing education and update on education in emergencies 2011, para. 99
- Paragraph text
- Those in charge of the provision of education in emergencies must consider the requirements for meeting quality educational standards. Dedicated attention must be paid to improving school curricula, promoting human rights education and addressing the psychosocial needs of students and teachers.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Health
- Humanitarian
- Person(s) affected
- All
- Year
- 2011
Paragraph
11 shown of 11 entities