Strengthening education in conflict zones
On 18 September 2024, during the 57th session of the Human Rights Council, UPR Info convened members of civil society, States and other stakeholders, to participate in a side-event devoted to the Universal Periodic Review’s role in safeguarding education during times of conflict.
The event, which took place in Geneva, brought together a group of experts to underscore the pressing need to address education-related challenges arising from conflicts. Only 0.2% of the total UPR recommendations related to children’s rights to education explicitly use Education in Emergencies (EiE) terminology. The discussion therefore explored the potential use of the UPR as a tool to address such human rights issues.
In times of conflict, the right to education remains a fundamental right for all and an effective way of preparing the State's future once hostilities have ended. Mona M'Bikay, Executive Director, UPR Info.
H.E. Mr. Christophe Payot, Ambassador of the Permanent Mission of Belgium, opened the event by emphasizing the concerns surrounding access to education in conflict areas. He stressed the devastating long-term consequences that a lack of educational opportunities can have on sustainable peace, security, and development. To address these issues, he called for a child-centric and comprehensive approach to reintegrate children affected by conflict. Reaffirming Belgium’s commitment to advancing educational rights in armed conflict through the Universal Periodic Review (UPR), he urged other States to take similar actions.
By the numbers
While the right to education is meant to be safeguarded even during times of conflict, the statistics tell a different story. According to the recent report published by the Global Coalition to Protect Education from Attack (GCPEA), in 2022 and 2023, 3,250 attacks on schools were reported, mostly in Gaza and Ukraine, but also in Burkina Faso, the Democratic Republic of Congo, Myanmar and Yemen. Additionally, military use of schools has increased by more than 10%, with over 10 000 students or educators injured, killed, abducted, arrested or harmed.
Mikiko Ōtani, member of the UN Committee on the Rights of the Child, provided a personal perspective on the relevance of the UPR. Initially skeptical, she now strongly believes that this political, non-coercive mechanism can drive change, especially in its 4th cycle, where recommendations are increasingly accepted by countries. Accordingly, she emphasized the UPR’s strength as a “collective voice” platform, where all Member States participate equally and share a “collective obligation” to support States enduring conflict through their recommendations. She also highlighted how “UPR has a legal basis to address Human Rights Law and to address Humanitarian Law”, which are often treated separately in New York and Geneva.
Ayman Al-Kenani from Mwatana for Human Rights, drew attention to the critical situation in Yemen, where 1 239 incidents had targeted educational facilities since the beginning of war. Considering that “civil society has an important role to play”, Ayman Al-Kenani, outlined how civil society organizations can engage with and have an impact in the UPR process, including by submitting stakeholder reports to OHCHR and participating in UPR Info’s Pre-sessions, which offer direct access to the international community.
Ilaria Paolazzi from GCPEA recommended States to “not just endorse but fully implement” the Safe School Declaration in a gender responsive and disability-inclusive manner. However, she expressed concern that recommendations on attacks on education are still generally limited, largely focusing on child recruitment and neglecting other forms of attacks. This echoes Ayman Al-Kenani’s analysis, which found that at Yemen’s last UPR, there were 21 recommendations relating to the recruitment of child soldiers and only 6 that addressed the military occupation or destruction of educational facilities.
In the concluding remarks, Mikiko Ōtani reaffirmed the need for a holistic approach to education in conflict, underscoring the connectiveness of the human rights issues. She noted that the UPR’s “time restrictions sometimes help – you go to the point”. Finally, Ilaria Paolazzi concluded by stressing that education in conflict is a global concern and that the UPR provides an instrument to “advance accountability for attacks”, “shed light on the very many violations of human rights” and “work together on stand-alone recommendations”.