This manual provides guidance to national authorities seeking to prepare and enact domestic legislation and policies addressing internal displacement in their country.

Chapter 15 is about the protection of education during and after displacement.

The purpose of the INEE Reference Guide on External Education Financing is to enable national decision-makers in low-income countries, including those in fragile situations, to better understand the ways in which donors provide education assistance, how various funding mechanisms work and why donors choose one funding mechanism over another to support education. In addition, it is hoped that this publication will help increase education policy-makers’ awareness of the types of external assistance used to fill gaps in domestic education funding at the field level.

This module was developed by RTE with the Education Cluster Working Group (ECWG) and an advisory committee of experts for direct input into the module. It is aimed at practitioners who work on education in emergencies. The module seeks to create awareness of the human rights framework as a tool for achieving quality education. With presentations, hand-outs, interactive dialogue and exercises, it guides participants to identify duty-bearers, actions to support rights-holders, and lines of accountability available to affected populations and education actors.

In addition to this overview, the module includes a PowerPoint Presentation and three hand-outs (Hand-out 1, Hand-out 2 and Hand-out 3)

This module was developed by RTE with the Education Cluster Working Group (ECWG) and an advisory committee of experts for direct input into the module. It is aimed at practitioners who work on education in emergencies. The module seeks to create awareness of the human rights framework as a tool for achieving quality education. With presentations, hand-outs, interactive dialogue and exercises, it guides participants to identify duty-bearers, actions to support rights-holders, and lines of accountability available to affected populations and education actors.

In addition to this PowerPoint Presentation, the module includes an overview  and three hand-outs (Hand-out 1, Hand-out 2 and Hand-out 3)

This module was developed by RTE with the Education Cluster Working Group (ECWG) and an advisory committee of experts for direct input into the module. It is aimed at practitioners who work on education in emergencies. The module seeks to create awareness of the human rights framework as a tool for achieving quality education. With presentations, hand-outs, interactive dialogue and exercises, it guides participants to identify duty-bearers, actions to support rights-holders, and lines of accountability available to affected populations and education actors.

The module includes an overview, a PowerPoint Presentation and three hand-outs ( Hand-out 1, Hand-out 2 and Hand-out 3).

This module was developed by RTE with the Education Cluster Working Group (ECWG) and an advisory committee of experts for direct input into the module. It is aimed at practitioners who work on education in emergencies. The module seeks to create awareness of the human rights framework as a tool for achieving quality education. With presentations, hand-outs, interactive dialogue and exercises, it guides participants to identify duty-bearers, actions to support rights-holders, and lines of accountability available to affected populations and education actors.

The module includes an overview, a PowerPoint Presentation and three hand-outs ( Hand-out 1, Hand-out 2 and Hand-out 3).

This module was developed by RTE with the Education Cluster Working Group (ECWG) and an advisory committee of experts for direct input into the module. It is aimed at practitioners who work on education in emergencies. The module seeks to create awareness of the human rights framework as a tool for achieving quality education. With presentations, hand-outs, interactive dialogue and exercises, it guides participants to identify duty-bearers, actions to support rights-holders, and lines of accountability available to affected populations and education actors.

The module includes an overview, a PowerPoint Presentation and three hand-outs ( Hand-out 1, Hand-out 2 and Hand-out 3).

This Menu of Actions is published by the Global Coalition to Protect Education from Attack (GCPEA), an inter-agency coalition formed in 2010 by organizations working in the fields of education in emergencies and conflict-affected contexts, higher education, child protection, and international human rights and humanitarian law who were concerned about ongoing attacks on educational institutions, their students and staff in countries affected by conflict and insecurity.

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The aim of this report is to provide practitioners and policy-makers in both transitional justice and education with conceptual clarity and practical guidance for developing synergies between their respective fields in responding to past human rights violations. Drawing from a comparative approach that examines different experiences throughout the world, this report does not offer a blueprint for addressing past injustices through education, but, rather, considerations that should be taken into account when framing policy that is based on the particularities of a given context.

The report looks at how a transitional justice framework can play an important role in identifying educational deficits related to the logic of past conflict and repression and informing the reconstruction of the education sector. It also looks at how formal and informal education can facilitate and sustain the work of transitional justice measures.

Section I, which sets out the report’s framework, offers a discussion of what it means to consider transitional justice and education as separate but related elements of societal responses to injustices associated with massive human rights violations, and the contribution that synergies between the two fields can make to establish sustainable peace and prevent the recurrence of abuses. This section, thus, poses the question of what a transitional justice approach brings to the role of education in peacebuilding.

Section II maps out the different components of education reconstruction in which a transitional justice framework can be expected to make a difference. This includes incorporating lessons from transitional justice processes into educational curricula; increasing access to education through reparations or redress measures; and shaping school culture and governance, pedagogy, teaching tools, and teacher capacity and training.

The next three sections consider a range of political and material challenges that actors are likely to face in trying to link transitional justice and education and discuss some strategic considerations for implementing proposed ideas more effectively and sustainably.

Section III highlights the different actors that can play a role in linking transitional justice and education, including transitional justice bodies, civil society groups, school communities, and government, each of which can be an agent of change or an obstacle.

Section IV examines the more capacity and resource-based constraints that efforts to address the past through education are likely to face.

Section V emphasises the importance of identifying opportunities for change while maintaining realistic expectations for the change that can be achieved.

Section VI distills the findings to a set of guidance points for relevant actors. However, in offering guidance about the kind of change being proposed and potential steps, it is important to remember that policies aimed at addressing past injustice through education are very likely to be contested. The specific context will influence the level of this contestation as well as the usefulness of any recommendations, and so contextual analysis will be a critical first step. The guidance offered here must be considered with regard to each unique context. It cannot be assumed, for example, that all communities will desire full integration of schools or support incorporating a justice agenda into classroom learning. Some types of opposition to such eff orts, we argue, should be challenged, but some may be legitimate and / or unlikely to be overcome. These kinds of tensions between the principles of justice being advocated and the reality in which measures based on those principles may be proposed, designed, and implemented must be kept in mind. That said, the research conducted for this project suggests that a context specific approach to addressing the past through education can make a valuable contribution to peacebuilding.

Key resource

This monitoring guide is designed to help civil society organisations monitor education under attack from a human rights perspective. It will guide you through:

I: the importance of monitoring

II: give you advice on what to look for and how to collect data

III: provide you with a list of indicators you might want to look at

IV: give recommendations on how and who to report to when identifying violations of the right to education. 

It is part of a series of thematic guidance notes providing practical advice on monitoring various aspects of the right to education from a human rights perspective. These guides are based on, and supplement, the Right to Education Initiative’s right to education monitoring guide, which provides a human rights framework for monitoring education and education-related issues, as well as our experiences across various monitoring initiatives that we have undertaken with partners from all over the world. 

See also the sister publication: Education Under Attack: a guidance note for journalists and photographers 

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