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Outcomes and commitments on internal displacement of the World Humanitarian Summit 2016, para. 23
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- Several countries pledged to prioritize access to education for internally displaced persons (Malta, Portugal). A new education platform (Education Cannot Wait) was launched at the Summit. This platform could serve to mobilize additional funding and galvanize new partners to make sure that internally displaced persons and other vulnerable children have access to education.
- Body
- Special Rapporteur on the human rights of internally displaced persons
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Humanitarian
- Person(s) affected
- Children
- Persons on the move
- Year
- 2016
- Date added
- Aug 19, 2019
Paragraph
Human rights of internally displaced persons in the context of the Post-2015 development agenda 2015, para. 32
- Paragraph text
- The positive achievements of the Millennium Development Goals demonstrate that significant progress by States is possible, in collaboration with international development partners. Lessons can be learned, for example, from what has been achieved in poverty reduction and providing access to education in the least developed countries. However, lessons must also be learned about where and why the Goals failed to benefit the poorest and most vulnerable groups. It is essential to intensify efforts to reach those individuals, communities and population groups, including IDPs, who have been bypassed, neglected or failed.
- Body
- Special Rapporteur on the human rights of internally displaced persons
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Poverty
- Person(s) affected
- Persons on the move
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Human rights of internally displaced persons in the context of the Post-2015 development agenda 2015, para. 61
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- On his visit to Côte d'Ivoire in 2012, the Special Rapporteur noted that in some western regions, an estimated 140,000 children had missed out on their education in 2011, due to insecurity and the destruction and pillaging of school buildings. Education was also disrupted in the centre and east of the country, and in Abidjan. He stressed that urgent measures were needed to ensure that children, some of whom had seen their education repeatedly disrupted, were provided with support to resume their education and make up the years of lost schooling.
- Body
- Special Rapporteur on the human rights of internally displaced persons
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Humanitarian
- Person(s) affected
- Children
- Persons on the move
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Human rights of internally displaced persons in the context of the Post-2015 development agenda 2015, para. 60
- Paragraph text
- Education also provides routine, normality, a protective function, support and information and can be an important step towards community integration in displacement locations. For IDPs, education may be a low priority in the face of survival needs. Children may contribute economically to displaced communities, which can be another barrier to their schooling. Internally displaced parents may exclude children from school in the belief that they will quickly return to their original homes, only for their displacement to become protracted. Parents may also hesitate to send their children to school in conflict zones which may be targeted for forced recruitment of children.
- Body
- Special Rapporteur on the human rights of internally displaced persons
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Humanitarian
- Movement
- Person(s) affected
- Children
- Families
- Persons on the move
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
Human rights of internally displaced persons in the context of the Post-2015 development agenda 2015, para. 59
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- For many children in displacement situations, exclusion from education can be a long-term problem. Particularly in less developed countries, lack of resources, buildings, teachers and education materials may all create barriers to education. Lack of documentation, including birth certificates, may be a factor in States in which students must demonstrate their citizenship or residence in a region to have access to services. Discrimination may also be a factor, with schools and local authorities being reluctant to accept displaced children from different ethnic, linguistic or religious groups.
- Body
- Special Rapporteur on the human rights of internally displaced persons
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Movement
- Person(s) affected
- Children
- Persons on the move
- Year
- 2015
- Date added
- Aug 19, 2019
Paragraph
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