![]() ![]() UNICEF’s “Learning for Peace” programme – implemented from 2012 to 2016 – presents a recent example of how social development services can be leveraged not only to meet children’s developmental, protection, and cultural needs and rights, but also to contribute to the mitigation of conflict factors. Whereas mediation, diplomacy, security, reconstruction, and government and economic reforms, continue to play an essential role in building and sustaining peace, recent discussions have also focused on the importance of addressing inequity, as well as the exclusion from basic social services (education, water, health and nutrition, social protection, early childhood development) (United Nations & World Bank Group, 2018). ![]() 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.Conflict and insecurity have been described as the “primary development challenge of our time” (World Bank Group, 2011, p. ![]() 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. 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. ![]()
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