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"When wars break out, international attention and media reporting invariably focus on the most immediate images of human suffering. Yet behind these images is a hidden crisis. Across many of the world's poorest countries, armed conflict is destroying not just school infrastructure, but the hopes and ambitions of generations of children."

According to the report's data, 21 developing countries spend more on arms than on primary schools. Meanwhile, only 2% of humanitarian aid goes towards education (with the vast majority of aid requests for education in conflict-affected states left unfulfilled).

The consequences are stark. In poor countries affected by conflict: 28 million children of primary school age are out of school (42% of the world's total) a child is twice as likely to die before their fifth birthday (compared with a child born in a poor but stable country) about 30% of the young people aged 15-24 are illiterate (compared with 7% in other poor countries)

Education under Attack  Students and educators in situations of armed conflict face violence every day. Schools and universities should be safe havens, where they can work toward a better future. Instead in many places they have become the targets of violent attacks for political, military, ideological, sectarian, ethnic, religious or criminal reasons. Students, teachers and academics are putting their lives at risk simply by showing up. A UNESCO study found intentional attacks of these types by state security forces or non-state armed groups in at least 31 countries in Africa, Asia, Europe, Latin America and the Middle East between 2007 and 2009.Our vision We seek to establish a world in which all who wish to learn, teach and research, at all levels and in all forms of education, and all those who support them, can do so in conditions of safety, security, dignity and equality, free from fear, consistent with the principles of mutual understanding, peace, tolerance and academic freedom.Our mission To catalyse enhanced prevention of attacks on education, effective response to attacks, improved knowledge and understanding, better monitoring and reporting, stronger international norms and standards,and increased accountability.

Investing in Women and Girls Development experts agree that investing in women and girls is critical to achieving broader development goals.

It’s true. After one year of intensive training in rights awareness, health and life skills, vocational training, and social networking, we have seen extraordinary results in the least likely of places. At least 80% of young women in Afghanistan, Nigeria, Kosovo, and Rwanda reported higher confidence and more awareness of their rights, which are critical resources to future political and economic participation in their families and communities. Afghanistan, DRC, Nigeria and Rwanda all had over 75% of young women report a better economic situation. 89% of our young participants in Afghanistan reported their general and family health to be better after graduation, and 87% of young women in Rwanda reported health improvements.

He said that tolerance was crucial to guard against the politics of polarization at a time when stereotypes, ignorance and hatred threatened social harmony in a world of increasingly diverse societies. “Today’s world is more closely tied than ever by trade and information technology, but rifts between and within communities and States are being broadened and deepened by poverty, ignorance and conflict.

He explained that tolerance does not mean accepting all practices and views as equal, but its value lay in instilling greater awareness and respect for universal human rights and fundamental freedoms.

Material for training and education in human rights for download

Founded in 1988, the People's Decade of Human Rights Education (PDHRE-International) is a non-profit, international service organization that works directly and indirectly with its network of affiliates — primarily women's and social justice organizations — to develop and advance pedagogies for human rights education relevant to people's daily lives in the context of their struggles for social and economic justice and democracy. PDHRE's members include experienced educators, human rights experts, United Nations officials, and world renowned advocates and activists who collaborate to conceive, initiate, facilitate, and service projects on education in human rights for social and economic transformation. The organization is dedicated to publishing and disseminating demand-driven human rights training manuals and teaching materials, and otherwise servicing grassroots and community groups engaged in a creative, contextualized process of human rights learning, reflection, and action. PDHRE views human rights as a value system capable of strengthening democratic communities and nations through its emphasis on accountability, reciprocity, and people's equal and informed participation in the decisions that affect their lives. PDHRE was pivotal in lobbying the United Nations to found a Decade for Human Rights Education and in drafting and lobbying for various resolutions by the World Conference on Human Rights, the UN General Assembly, the UN Human Rights Commission, the UN Treaty Bodies, and the Fourth World Conference on Women.

A teacher is in the universal education category, which is one of the eight main components of the Millennium Development Goals (MDGs) the world hopes to achieve by the year 2015.

A teacher is in the universal education category, which is one of the eight main components of the Millennium Development Goals (MDGs) the world hopes to achieve by the year 2015.

A teacher is in the universal education category, which is one of the eight main components of the Millennium Development Goals (MDGs) the world hopes to achieve by the year 2015.

Education for Peace (EFP) creates a civilization of peace by assisting individuals, families, schools, communities and groups to prevent conflict, strengthen inter-group cooperation and apply the principles of unity-in-diversity, equality and justice.

Gender “Gender” refers to the social differences and relations between men and women which are learned, vary widely among societies and cultures, and change over time. The term “gender” does not replace the term “sex”, which refers exclusively to biological differences between men and women. For example, statistical data are broken down by sex. The term “gender” is used to analyse the roles, responsibilities, constraints, opportunities and needs of women and men in all areas and in any given social context. Gender roles are learned behaviours in a given society, community or other social group. They condition which activities, tasks and responsibilities are perceived as male and female. Gender roles are affected by age, class, race, ethnicity and religion, and by the geographical, economic and political environment. Changes in gender roles often occur in response to changing economic, natural or political circumstances, including development efforts or structural adjustment, or other nationally or internationally based forces. The gender roles within a given social context may be flexible or rigid, similar or different, and complementary or conflicting. Both women and men are involved in reproductive, productive and community management activities and play roles within social and political groups. Their involvement in each activity reflects the gender division of labour in a particular place at a particular time. The gender division of labour must be reflected in gender analysis.

Gender Gender refers to the roles and responsibilities of women and men that are created in our families, our societies and our cultures. The concept of gender also includes the expectations held about the characteristics, aptitudes and behaviours of both women and men (feminity and masculinity).