Child Curriculum e

Child Rights Training Curriculum
Child Protection, Monitoring and Rehabilitation
5th Ministerial Meeting of the Human Security Network

Graz, 8 – 10 May 2003
Preface
When designating Children Affected by Armed Conflict – together with Human
Rights Education - as a priority theme under my Chair of the Human Security
Network I started a broad consultation process among Human Security Network
Partners and experts in the field. This initiative derives its inspiration from the
overall goal of 'bridging the gap' - between universal human rights standards and
their implementation, between programmatic concepts and systematic response
on the ground, following the dictum of Secretary General of the United Nations
Kofi Annan that we have finally embarked upon an ‘era of application’.
The vision of the Human Security Network is a human world where children can
live in security and dignity, free from violent threats, poverty and despair. That is
why global security requires effective means and political will to fight conse-
quences of armed conflict on children. In this spirit, decisive and tangible meas-
ures is needed. Having just gone through a major war in Iraq and facing conflicts
in many other areas with disastrous impact on the faith of children, the necessity
to speak out and take action on their behalf has become ever more evident.
Focusing on the issue I commissioned the Ludwig Boltzmann Institute in Vienna

to develop a model Child Rights Training Curriculum together with over thirty in-
ternational experts from academic institutions of Human Security Network Part-
ners, spanning five continents, on the basis of a firm political commitment of the
Network. This overarching political commitment, namely the Support Strategy for
Children Affected by Armed Conflict, which identifies the operative principles at
stake has been endorsed by Ministers of the Human Security Network at their
Ministerial Meeting in Graz in May 2003 under my Chair.
The Curriculum serving as the first comprehensive check list for planning and
programming of child rights trainings contains all relevant principles, guidelines
and references as well as exemplary training modules so as to be easily adapted
to the specific situations on the ground and target groups to be trained.
Let us make child rights field present!
Dr. Benita Ferrero-Waldner

Austrian Minister for Foreign Affairs
Graz, 5th Ministerial Meeting

of the Human Security Network
9 May 2003
2
Human Security Network
Child Rights Training Curriculum
Child Protection, Monitoring and Rehabilitation
An HSN contribution on the initiative of the

Foreign Minister of Austria, Ms. Benita Ferrero-Waldner,
edited by Helmut Sax, Ludwig Boltzmann Institute Vienna
Contents ........................................................................................................... 3
Introduction ......................................................................................................4
The Role of the Human Security Network .............................................................4
About this Curriculum .......................................................................................5
Principal objectives of the Curriculum initiative ................................................7
Training objectives and key learning goals........................................................9
Target audience of training .............................................................................10
A Child Rights-Based Approach to Training .....................................................11
Model Training Curriculum - Structure and key contents.................................14
General Child Rights and Child Protection Training Module .................................... 14
Specialisation Module: child rights monitoring..................................................... 15
Specialisation Module: child rehabilitation .......................................................... 15
Methodology .................................................................................................. 16
General Child Rights and Child Protection Training Module .............................17
Day 1 (Setting the context - childhood and armed conflict)................................... 17
Day 2 (International standards, operational framework)....................................... 18
Day 3 (Key issues - separated children, child refugees, displaced children; monitoring)
................................................................................................................... 19
Day 4 (Key issues - child soldiers, child rehabilitation, organisational skills) ............ 20
Day 5 (Key issues - sexual and gender-based violence, exploitation, peace processes;
advocacy) ..................................................................................................... 21
Overview - General Child Rights and Child Protection Training Module...... 22
Specialisation Module: Child rights monitoring................................................23
Day 1 (Childhood, armed conflict, key monitoring issues)..................................... 23
Day 2 (Monitoring techniques).......................................................................... 24
Day 3 (Monitoring techniques, field skills, early warning) ..................................... 25
Overview - Specialisation Module: Child rights monitoring ........................ 26
Specialisation Module: child rehabilitation ......................................................27
Day 1 (Childhood and armed conflict)................................................................ 27
Day 2 (Standards and structures) ..................................................................... 28
Day 3 (Psychosocial assistance, programme development, supervision) ................. 29
Day 4 (Psychosocial assistance, rehabilitation).................................................... 30
Day 5 (Key issues for rehabilitation).................................................................. 31
Overview - Specialisation Module: child rehabilitation .............................. 32
References and Resources...............................................................................33
I Principal child rights/child protection standards ............................................. 33
II Ratification of international child rights/child protection treaties by HSN Members
34
III Field preparation training and academic training institutions in HSN Countries
relevant for child rights/child protection, monitoring and rehabilitation ................... 35
IV Other Training institutions and Programmes ............................................... 40
V Further references and internet resources related to Training .......................... 42
VI Further references and internet resources related to Human Security and Child
Rights/Child Protection .................................................................................... 43
3
Introduction
Right from its start in 1999 the Human Security Network devoted major attention to the
situation of children affected by armed conflict. Following a comprehensive approach to
human security based on respect for “human rights, the rule of law, democratic govern-
ance and democratic structures, a culture of peace and the peaceful resolution of con-
flicts” (Chairman’s Summary, Lysøen, 20 May 1999) the impact of war on children con-
stitutes an important challenge for HSN.
In theory, “children shall be the object of special respect and shall be protected against
any form of indecent assault” (Article 77/1 Additional Protocol I to the Geneva Conven-
tions). In the reality of contemporary armed conflict, however, children are those most
affected by attacks - on their lives and their physical, psychological, emotional and social
development. The 1996 landmark study by Graça Machel and her 2000 Review frankly
described not only the indirect consequences of war on children, but also their deliberate
targeting, including the cynical recruitment of children for fighting adults’ wars.
In 1999 the UN Security Council strongly condemned the targeting of children and re-
quested the Secretary-General to “ensure that personnel involved in United Nations
peacemaking, peacekeeping and peace-building activities have appropriate training on
the protection, rights and welfare of children”, and it also urged “States and relevant in-
ternational and regional organizations to ensure that appropriate training is included in
their programmes for personnel involved in similar activities” (SR Res. 1261 of 25 August
1999). The new international Plan of Action “A World fit for Children” adopted by the UN
General Assembly Special Session on Children last May 2002 echoed this call to provide
"appropriate training and education in children’s rights and protection as well as in inter-
national humanitarian law to all civilian, military and police personnel involved in peace-
keeping operations” (B.3 para. 25) as well as rehabilitation and recovery for children vic-
tims of armed conflict (paras. 22, 26, 27). In addition, the Secretary-General’s 2002
Study on Women, Peace and Security stressed the need for training on gender perspec-
tives and in particular on gender-based and sexual violence against girls and women for
all field staff.
In 2003, the Security Council reiterated its previous calls to “include specific provisions
for the protection of children in the mandates of United Nations peacekeeping operations,
including provisions recommending child protection advisers on a case-by-case basis and
training for United Nations and associated personnel on child protection and child rights”
(SC Res. 1460, 30 January 2003, para. 9). Austria as the chair of the Human Security
Network in 2002/2003 contributed to this important discussion (statement on behalf of
the Network on 14 January 2003 at the Security Council).
At the same time it is necessary to emphasise the importance of training also in regard
to standards and codes of personal conduct in the field and mechanisms for compliance
with these principles (see Chairman’s Summary, Santiago/Chile, 3 July 2002, concerning
cases of sexual exploitation of refugees in West African camps).
The Role of the Human Security Network
Repeatedly the HSN has declared its commitment to the promotion and protection of the
rights of the child, in particular within the context of armed conflict (see the Report on
the status of the Human Security Network’s main action areas, Annex 2 to the Chair-
man’s Summary of the 4th Ministerial Meeting in Santiago, July 2002). Previous meetings
have highlighted the need to integrate a “child rights perspective into all forms of hu-
manitarian assistance, development co-operation, emergency relief, as well as peace and
security initiatives” and the HSN pledged to “support and encourage human rights train-
4
ing for personnel involved in peace operations and other field level activities” (3rd HSN
Ministerial Meeting, Petra 2001; 2nd Ministerial Meeting, Lucerne 2000).
In line with these commitments the Austrian Minister for Foreign Affairs, Ms. Benita Fer-
rero-Waldner, designated children affected by armed conflict as a priority matter under
the current Austrian chair of the Human Security Network at a HSN Policy Meeting on
ministerial level in Vienna on 28 August 2002.
In this context a HSN Support Strategy for Children affected by armed conflict has been
developed including i.a. support for child-focused monitoring and reporting, training (GR,
A), an alarm function to child rights violations, the fight against impunity and protection
for children with special needs, in particular girls in armed conflict, and promoting and
supporting the participation if children in peace processes.
Efforts to add value to the effective implementation of existing human rights standards
through concrete action culminated in an initiative of Austria, Slovenia and Jordan for
children affected by armed conflict in Irak focusing on psychological assistance for war
traumatised children. Furthermore, as a specific case of concern the Austrian Minister for
Foreign Affairs took the responsibility of assuming an alarm function regarding ongoing
recruitment of child soldiers by paramilitary groups in northern Uganda by issuing a joint
HSN declaration on 12 February 2003, the first anniversary of the Optional Protocol of
the UN-Convention on the Rights of the Child concerning the involvement of Children in
Armed Conflict.
About this Curriculum
The Austrian Minister for Foreign Affairs, Ms. Benita Ferrero-Waldner, holding the HSN
Chair in 2002/03 has entrusted the Ludwig Boltzmann Institute of Human Rights, Vienna,
with the elaboration of a HSN Curriculum for child rights/child protection training for field
personnel, with particular emphasis on child rights monitoring and child rehabilitation.
The Curriculum is intended as a concrete contribution to the HSN Support Strategy for
Children affected by armed conflict.
Upon the start of the Curriculum project, a broad range of actors with expertise in train-
ing and children affected by armed conflict issues have been consulted. On 29 November
2002, a HSN Senior Officials/Experts Meeting was held in Vienna, and a separate experts
group, consisting of representatives of UN bodies and agencies (Special Representative,
Olara Otunnu, UNICEF, UNHCR), OSCE, ICRC and NGOs (including Save the Children
Sweden, Watchlist on Children and Armed Conflict and others), reviewed the Support
Strategy and the Curriculum. All in all, substantive comments from some 30 international
experts have been received on this document.
Many comments focused in particular on the target group of training and on the relation-
ship between this Curriculum initiative and similar developments in the field of training.
In light of these deliberations the purpose of this project could be summarised as follows
(for details see the following chapter on “Principal objectives”):
• The Model Curriculum is conceived as a curriculum serving primarily but not exclu-
sively for pre-deployment training programmes for personnel intending to work in the
field. Following the overall objective of raising the level of attention to child
rights/child protection training within the Human Security Network, it deliberately has
not been reduced to specific target groups, such as human rights field officers or civil-
ian police or military forces. It rather provides a general framework which should be
adapted to more specific target groups, based on training needs required.
• The Model Curriculum has been split in three parts (general child rights/child protec-
tion training, child rights monitoring, child rehabilitation), because different ap-
5
proaches to training needs are required. General training on child rights standards
and concepts as well as some familiarisation with major problems of children affected
by armed conflict should be provided to all personnel sent on duty into the field, no
matter if it is on behalf of a specific government, an international organisation or non-
governmental organisation; thus, general child rights/child protection training should
be offered/supported by all HSN partner countries (“mainstreaming approach”). Apart
from that specialised skills training (in particular in relation to child-related psychoso-
cial assistance and rehabilitation/reintegration) demands also a more specialised, pro-
fessional background from training participants.
• Moreover, with this Curriculum initiative it has not been the intention to prepare one
more comprehensive training resources set/kit/package - there are other activities
currently well under way in this regard, like those of the Working Group on Child Pro-
tection Training for UN Peacekeeping Personnel or the ECOWAS/Save the Children
Sweden project on child rights/child protection training for regional armed forces. In-
stead, this project focused on general training principles and relevant contents for
training, bearing in mind the need also for an equal training standard within the HSN.
The main sources of references for the Curriculum include drafts of the training kits
prepared by the two above-mentioned projects as well as training material from the
UNHCR/Save the Children ARC package, UNAMSIL child rights/child protection train-
ing and the Training Manual on Human Rights Monitoring (Professional Training Series
No. 7, 2001) by the UN Office of the High Commissioner for Human Rights.
• Therefore, the added value of this Curriculum vis-à-vis other training initiatives lies in
its character as a curriculum development check-list, highlighting relevant general
principles of training, supported by a module-based “Model Curriculum” and an ex-
tensive references and resources section. It is, finally, hoped thereby to contribute
also to advocacy activities for child rights/child protection training.
The Model Curriculum will be published on an Internet web site for general access, allow-
ing also for continuous updating of the references and resources section at the end of
this document.
6
Principal objectives of the Curriculum initiative
The curriculum is guided by the following principal objectives:
• Elaborate a module-based training curriculum for field personnel in relation to the

situation of children affected by armed conflict and post-conflict reconstruction, in
particular concerning child rights field monitoring and child rehabilitation
The immediate goal is to provide a curriculum covering the main aspects related to chil-
dren and armed conflict relevant primarily for field preparation training. Considering cur-
rent initiatives for comprehensive monitoring of child rights violations (both e.g. in the
context of UN Security Council Resolutions 1379 (2001) and 1460 (2003) and in relation
to activities by NGOs, such as the Watchlist on Children and Armed Conflict) as well as
the massive need for programmes supporting recovery, rehabilitation and reintegration
of children affected by armed conflict, child rights monitoring and child rehabilitation
have been selected as priority areas for training, in addition to general child rights train-
ing.
• Thereby providing the basis for training programmes both for training on general
child rights/child protection issues as well as specialised training for monitoring and
rehabilitation tasks and identifying partners for implementing training in the HSN
area
The Curriculum should be regarded as only a first step in a process reflecting the in-
creased attention among HSN partner states for child rights training in the context of
children affected by armed conflict, in order to mainstream and implement child rights
training in the various programmes already existing within the HSN as well as to set up
new and/or specialized programmes focusing on training related to children and armed
conflict. It should also be regarded as a tool for stimulating a discussion about the most
appropriate responses by the Human Security Network to the training needs identified.
• Co-operate with institutions and organisations active in the field of child-focused

training and armed conflict, stimulate discussion about training standards, share ex-
periences and lessons already learned
In recent years, a growing number of institutions and organisations started developing

training material, training packs and comprehensive training programmes on issues relat-
ing to children affected by armed conflict. As regards international co-operation, just to
name some examples, already in 1997 the Action for the Rights of the Child (ARC)-
Initiative was launched by UNHCR and the International Save the Children Alliance (later
joined by UNICEF and the Office of the UN High Commissioner for Human Rights); start-
ing from protection of child refugees, ARC resource packs now focus particularly on is-
sues involving separated children, child soldiers, disability, education, landmine aware-
ness, sexual and reproductive health and abuse and exploitation of children.
As far as training for staff of field operations is concerned, a Working Group on Child Pro-
tection Training for UN Peacekeeping Personnel was formed in 2001, jointly initiated by
the Office of the Special Representative for Children and Armed Conflict, UNICEF and
Save the Children Sweden, and which includes major actors from within the UN system,
regional organisations and NGOs. A complete training kit has been prepared, providing
for a broad pool of training resources which should be tailored to the specific needs of the
respective peace operation and which is currently in its pilot phase of implementation.
Similar material has also been developed for regional organisations such as ECOWAS
(ECOWAS/Save the Children Sweden; focus on training of military forces).
On the national side, there is a wealth of expertise in respect to field preparation training
7
particularly in HSN region (e.g. rosters of experts such as NORDEM and CANADEM, train-
ing institutions such as the Austrian Study Center for Peace and Conflict Resolution in
Stadtschlaining).
The underlying idea of this HSN initiative is not to duplicate already on-going training
efforts, but rather to work in co-ordination in order to mutually support and strengthen
the various undertakings; thus, all partners in this process should benefit from sharing
ideas and experiences and lessons already learned, including e.g. identification of train-
ing gaps, organisational or financial obstacles to implementation of training or of deploy-
ment in the field and successful counter-strategies etc.
• In general, promote child rights training within the HSN, thus contributing to an
emerging pool of child rights field experts
The Human Security Network takes up a leading role both in the promotion and in the
implementation of qualified child rights and child protection training. This requires first
that each individual HSN partner State ensures adequate training on issues related to
children affected by armed conflict for all of its personnel sent into the field.
Second, the Human Security network is in an unique position, as it comprises States

from almost all major regions of the world, with significant political power. Thus, acting
collectively as a group of like-minded countries working to improve the situation of chil-
dren affected by armed conflict, a clear commitment to the implementation of child rights
training programmes sends a strong political message both to partners in the respective
region and to the international community (see also Key Policy Suggestion No.1 for the
Human Security Network, “Persistent Political Leadership”, Symposium on Children and
Armed Conflict, 8 November 2002, organised by the Harvard Program on Humanitarian
Policy and Conflict Research and other relevant organisations).
In addition, a wealth of training expertise does already exist within the Network, and
Network partners should benefit from broad co-operation in the implementation of train-
ing programmes (see the “References and Resources” section at the end of this docu-
ment).
8
Training objectives and key learning goals
As far as the contents of the Model Training Curriculum are concerned, the following
learning goals should be achieved by the trainees.
Participants should gain an understanding of:
• the relevance of the child rights-based approach for addressing the situation of chil-
dren affected by armed conflict, including for child rights assessment and monitoring
and project development (relevant particularly for the rehabilitation aspect),
• concepts of childhood, the role models of children in different societies, perceptions of

children individually and as a social group,
• effects of armed conflict and violence on children,
• actors and factors shaping situations of armed conflict,
• international legal standards empowering and protecting children,
• child-participatory approaches, direct involvement of children in rehabilitation and

reconstruction efforts,
• monitoring, reporting, networking, organisational skills, project development,
• strategies for prevention of child rights violations and strategies to reduce the impact
of armed conflict on children, child recovery, rehabilitation and reintegration,
• responsibility for personal conduct in the field and consequences following from non-
compliance with Codes of Conduct.
Depending on the target group specified for field preparation and specific learning needs,
the contents of the curriculum and the corresponding training programme gives an out-
line for the essential principles that will have to be observed when adapting a child rights
training programme to a given regional/cultural context or specific target group.
9
Target audience of training
As the underlying principle of this Curriculum initiative, all personnel sent into the field by
HSN partners should have an understanding of principal child rights standards, of moni-
toring and of skills to meet practical challenges in relation to children affected by armed
conflict. Therefore, this curriculum focuses on training prior to deployment in the field.
For, once the person has been assigned to a specific field operation the training respon-
sibility will shift mainly to the respective body authorising the operation (i.e. on-site
training by UN, ECOWAS etc).
The actual implementation of training programmes in relation to children affected by

armed conflict will necessarily lead to a more restricted scope of the target group, de-
pending on the particular situation and training needs in the country (e.g. specific train-
ing for military personnel, for human rights monitors etc.). Therefore, in a given situa-
tion, the present model curriculum may have to be adapted to the envisaged target
groups according to their specific functions.
The target audience for the Model Curriculum includes:
• future staff of field operations, such us military personnel, civilian police, human
rights officers, humanitarian staff
• other professionals working directly in conflict areas, including NGO workers, relief
agency workers, development professionals
It has to be noted that in relation to child rehabilitation, particular emphasis will have to
be placed on training candidates with already relevant professional background, like phy-
sicians, teachers and social workers with experience in working directly with children (see
also the “About this Curriculum” section above in relation to target group considerations).
10
A Child Rights-Based Approach to Training
“In all actions concerning children ... the best interests of the child shall be a primary
consideration”. Article 3/1 of the 1989 Convention on the Rights of the Child provides for
the key guiding principle in implementing near-universally accepted international stan-
dards; but there is no other area where the clash between rights and reality is more in-
tense than in regard to children - especially in the context of armed conflict.
The Convention on the Rights of the Child (CRC) sets principal standards for the well-
being and development of children. It is based on the premise of the child as a subject
and bearer of his/her own rights. Respect for its human dignity is inherent in his or
her human nature right from the beginning - the street child being tortured, the girl be-
ing raped by her army commander - they don’t have to earn respect for their dignity be-
fore.
Moreover, the Convention provides a comprehensive framework for action on and by

children. It is the first human rights treaty combining civil, cultural, economic, political
and social rights of children, overcoming ideological debates on “who goes first”. A child
has to be provided a basic standard of living, needs protection from threats to his or her
life and integrity and possibilities to influence the environment - all at the same time. It
thereby stresses the indivisibility and inter-relatedness of all human rights - with the
concept of human security following an identical approach. Due to this comprehensive
nature child rights standards provide a useful tool for assessment, monitoring and advo-
cacy.
This holistic approach of the CRC also helps to avoid a too narrow focus on specific
stages of an armed conflict. Support to children affected by conflict should not be lim-
ited e.g. to emergency assistance, but cover activities in particular also during the post-
conflict reconstruction phase.
There is also a strong link to the concept of human security, which focuses on the indi-
vidual in his/her specific context, prioritising aspects of personal security while ensuring
freedom from fear and want and non-discrimination.
At the same time the CRC, as an international treaty, creates legally binding obliga-
tions on states. A rights-based approach therefore helps to clarify responsibilities -
states have to respect individual freedoms, states have to ensure equal opportunities and
fundamental social services like education and health care and states have to protect
individuals from interference in their rights by others. The CRC, moreover, includes pro-
visions also on the responsibilities of parents towards the child and supporting obligations
by the state. In short, improving living conditions of children is no longer just a humani-
tarian or charity issue or simply a policy matter for a government, but, instead, an obli-
gation requiring clear priorities, systematic implementation, consistent monitoring and
evaluation and means for actual enforcement.
In addition, realisation of the rights of the child requires looking at children both indi-
vidually and as a social group, avoiding a too narrow perspective on a particular issue
- for instance, while focusing within the context of a child rehabilitation programme on
the individual child’s recovery, one must not ignore the broader social and political con-
text also determining the success of the programme.
In the end it aims at empowering the child to advocate its own rights, find ways for
assistance in order to end violence, exploitation and discrimination. Children should be
seen as competent and resourceful persons and not just as passive victims. A child
rights-based approach challenges existing societal role models and perceptions of the
child detrimental to its well-being and development and promotes a new culture of re-
11
spect towards young people.
Following from these considerations, any training on issues related to children should be
based on a strong child rights-based approach. This should be reflected throughout the
training by frequent reference to relevant child rights standards.
As regards the CRC itself, the following provisions are of particular relevance in conflict
situations/emergencies:
• The Committee on the Rights of the Child - the international experts body monitoring
implementation of the treaty by all States Parties - has declared four provisions as
“general principles” of the Convention:
• priority in all actions affecting children to the best interests of the child
(Art 3/1)
• ensuring the right to survival and development of the child (Art 6)
• non-discrimination for reasons of “race, colour, sex, language, religion, politi-
cal or other opinion, national, ethnic or social origin, property, disability, birth
or other status” (Art 2)
• participation in all matters affecting the child (Art 12)
• Respect of the child’s personality and identity, including issues such as birth registra-
tion, nationality, privacy, respect for the cultural/religious/linguistic background (Art
7, 8, 16, 31, 30)
• Parental responsibility, protection of the family, care for children outside/having lost a
family environment (Art 5, 18; 9, 10; 20)
• Comprehensive protection in armed conflict (Art 38 + 2000 Optional Protocol on the

involvement of children in armed conflict, with particular relevance to child soldiers,
together with relevant international humanitarian law and refugee/displacement
standards)
• Protection from all forms of violence, abuse and neglect (Art 19, 28)
• Protection from exploitation (Art 32-36 + 2000 Optional protocol on the sale of chil-
dren, child prostitution and child pornography)
• Rights of refugee children (Art 22)
• Rights of disabled children, e.g. maimed children/land mine/UXO victims, non-

discrimination (Art 23)
• Right to rehabilitation of all children victim of violence and exploitation (Art 39)
• Prohibition of the death penalty, life imprisonment, torture; fair trial; juvenile justice
standards, also relevant in relation to the treatment of children as perpetrators of
human rights violations (Art 37, 40)
• Right to food, shelter, clothing/adequate living standard, social security, health (Art
27, 26, 24)
• Right to education, aims of education, in particular in relation also to education during

conflicts/in emergeny-settings (Art 28, 29)
• Right to play and recreation (Art 31)
12
Within the context of international legal standards the link between human rights/child
rights instruments, international humanitarian and labour law as well as refugee law has
to be stressed (see also the next chapter); for example, basic human rights standards
remain applicable through-out war and armed conflict and are not “replaced” by humani-
tarian law.
Finally, child rights standards are also to be regarded as norms for field personnel’s own
personal conduct, in addition to more specific regulations by Codes of Conduct and other
standards for mission discipline.
13
Model Training Curriculum - Structure and key contents
The Training Curriculum consists of three main Modules:
• general child rights and child protection training (5 days)

• specialised training for child rights monitoring (3 days)
• specialised training for child rehabilitation (5 days)
General Child Rights and Child Protection Training Module
This Curriculum Module is intended as the core training programme; it may serve as the
basis for a stand-alone training course on children and armed conflict, or it might be in-
tegrated in broader training exercises for field preparation.
Among the three modules, it targets the broadest group of people willing to work in the
field, including civilian, civilian police and military components of peace-keeping and
peace-building operations as well as development and relief workers/NGOs, judges, law-
yers, journalists etc.
Training includes:
• concepts of childhood, child and adolescent development

• armed conflict and its impact on children
• basic international child rights and human rights law, humanitarian law (including ICC
Statute) and refugee law standards
• structures/mechanisms/main actors in the field, role of non-state actors
• importance of child rights monitoring
• substantive child rights issues, such as
• separation from families
• provision of basic social services, including education
• child refugees and displaced children
• migrant boys and girls
• the situation of the girl child, sexual and gender-based violence against chil-
dren and other gender-related aspects, sexual exploitation, HIV prevention
• personal security of children, mine awareness
• children with disabilities
• use of children as child soldiers/combatants, proliferation of small arms
• child recovery and rehabilitation, educational reconstruction
• child participation in peace processes, reconciliation efforts
• basic organisational and management skills
General principles and approaches:
• This general child-focused Curriculum is based on the premise that all personnel
working in the field should have basic understanding of the main issues listed above.
It therefore also includes monitoring and rehabilitation training sessions, although
these issues are addressed in more detail in the Specialisation Modules.
• In relation to all Modules, frequent reference should be made throughout training to

child rights and other international standards, thereby strengthening legal awareness
and a rights-based approach to the situation of children affected by armed conflict.
• Training should stress the importance of child rights monitoring for field work.
14
• All training should be sensitive to gender-related aspects/issues concerning specifi-
cally girls or boys. At the same time gender-related training sessions e.g. on sexual
violence against girls should not imply that other issues are of importance to boys
only.
• Particular attention should be paid to child-participatory approaches in field work - in

assessment, project development, implementation, monitoring and evaluation, in po-
litical processes - a child’s expertise having survived war must not be ignored.
• Given the very inhomogeneous nature of children as a social group, and the impor-
tant differences in terms of needs of small children, adolescents and other age
groups, training should highlight the need for targeted responses in relation to the
child’s age and development.
• Participants should gain a self-critical understanding on their own role in an armed

conflict/post-conflict setting, on the expectations and the frustrations they might
raise through their actions, particularly when working directly with children.
• Participants should be aware of Codes of Conducts/consequences of personal miscon-

duct during their field work
Specialisation Module: child rights monitoring
This Module focuses on monitoring techniques, situation assessment and analytical skills,
documentation as well as on communication and networking skills. It supplements the
monitoring session of the General Training Module by additional subjects and places par-
ticular emphasis on case studies and practical exercises and experience.
As a Specialisation Module it targets mainly (but not exclusively) future civilian field staff,
such as human rights and humanitarian affairs officers.
Specialisation Module: child rehabilitation
The Child Rehabilitation Module elaborates further on the impact of armed conflict on
children, coping strategies of children, individual and community-based psychosocial as-
sistance, reintegration and reconciliation issues; additional sessions on programming and
project management skills are included as well.
Furthermore, by providing sessions also on basic concepts of childhood, conflict analysis

and relevant international standards this Module might also be used as a stand-alone
training programme on child rights and child rehabilitation issues (without requiring the
General Training Module).
Participants of this Specialisation Module should preferably have already relevant profes-
sional background and expertise in directly working with children; future human rights
and humanitarian field staff as well as NGO specialists will be the primary target group
for this Module.
Module-specific principles and approaches:
• psychosocial health should be viewed from a child’s perspective in its social and cul-
tural context, not by “idealistic” standards
• intervention should not be limited to a “medical focus” on individual trauma healing

adding to perceptions of the child as a passive victim, but also include empowerment
15
and community-based approaches, building on the child’s and the community’s re-
sources and capacities (including conflict-survival strategies of children) - well-being-
oriented instead of deficit reduction
• again, age- and gender-specific aspects have to be taken into account in any rehabili-
tation efforts, in particular with respect to the demobilisation, rehabilitation and rein-
tegration of former child combatants
• reintegration efforts should support children after conflict when being confronted with
previous role models/expectations from their families and communities
• efforts on psycho-social assistance need to be linked with material assistance
• rebuilding educational structures and setting up vocational training programmes is of

particular importance, providing for an essential social environment of children and
adolescents, helping to re-establish daily routines, in addition to allowing for training
of essential skills in emergencies (mine awareness, personal security, HIV-prevention,
sexual abuse & exploitation)
Methodology
Training on issues relating to children and armed conflict covers a broad range of mat-
ters, including child psychology, legal issues, conflict research, peace education, social
work, management, security issues etc. Therefore training benefits from using various
methodological approaches and trainers with different professional backgrounds; at the
same time it poses the challenge to combine these approaches and adapt them to the
learning needs of the participants.
All issues listed for discussion in the sessions of the following three Curriculum Modules
are meant as orientation for trainers. It will not be possible to offer in-depth analysis on
all subjects raised, but a basic understanding should be gained through training. Evi-
dently, careful selection of qualified trainers becomes essential.
Moreover, a wide mix of training methods and material/media should be used, including
lectures, presentations, discussions and group work, with special emphasis on practical
exercises, case studies, role play and simulations.
Throughout the programme feedback mechanisms should be provided, with a final

evaluation exercise at the end of the training.
16
General Child Rights and Child Protection Training Module
Duration: 5 days
Day 1 (Setting the context - childhood and armed conflict)
2 morning sessions, 2 afternoon sessions
Understanding of the following concepts, issues and principles should be gained through
this Training:
Session 1
• introduction to the programme
Session 2
• basic concepts of childhood - status of children in different societies, role of the family
and the community, gender aspects
• child and adolescent development, different needs of children and adolescents - need
for targeted intervention
• possibly invite children with different cultural backgrounds to the training institution
to share their own perspectives with training participants
Session 3
• armed conflicts - conflict analysis, conflict management, transformation, resolution

• impact of armed conflict on children, key issues:
• children separated from families, situation of child-headed households
• loss of family members, personal relations, social contacts to peers, destruc-
tion of home, every-day-routines, different impact on girls and boys
• destruction of child-relevant infrastructure (e.g. schools, health care)
• displaced and refugee children
• physical and psychological violence against children (torture, disci-
pline/corporal punishment)
• sexual and gender-based violence (rape, sexual abuse and exploitation)
• child trafficking
• use of child soldiers/child combatants
• abduction of children (including recruitment practices)
• small arms (trade, availability to children) and land mines
• basic social services for children, including food, water, shelter, psycho-social
assistance, education
• HIV/AIDS prevention
Session 4
• child’s perspectives on armed conflict (possibly invite children from local refugee
communities to attend the training session)
• child survival strategies and strategies coping with adversities and risks - culturally
determined healing and protective factors
• communicating with children
• child participation - assessment, project development, implementation, monitoring
and evaluation, in political processes
17
Day 2 (International standards, operational framework)
this Training:
Session 1
• international standards on human rights of children, including Convention on the

Rights of the Child and its Optional Protocols, ILO Convention No. 182, African Char-
ter on the Rights and Welfare of the Child, other core human rights conventions
Session 2
• international humanitarian law standards, particularly including Geneva Conventions,

Additional Protocols
• individual criminal responsibility/Rome Statute for the International Criminal Court
• international refugee law standards - Convention relating to the Status of Refu-
gees/Protocol, UNHCR Guidelines; Guiding Principles on Internal Displacement
• UN Security Council Resolutions 1261 (1999), 1314 (2000), 1379 (2001), 1460
(2003)
• the concept of human security
• relevant international structures and mechanisms
• role of non-state actors
Session 3
case studies
Session 4
• operational context - typical structure of field operations/presences, key international

actors in the field, relevant local actors, structures, mechanisms (e.g. school and
health system), relations with state authorities, co-operation with NGOs, child rights
organisations
• personal conduct of personnel working in the field
18
Day 3 (Key issues - separated children, child refugees, displaced children;
monitoring)
this Training:
Session 1
• separated children
• child-headed households
Session 2
• displaced and refugee children, different needs of boys and girls

• humanitarian access and working with non-state actors
Session 3
• child rights monitoring and reporting - mandate, indicators, interviewing, documenta-

tion, networking
Session 4
• cross-cultural communication
• negotiation and mediation skills
• communicating and networking with other actors in the field
19
Day 4 (Key issues - child soldiers, child rehabilitation, organisational skills)
this Training:
Session 1
• child soldiers/child combatants - Optional Protocol to CRC, ICC-Statute, UN Security

Council Resolution 1379 (2001)
• contributing factors - loss of family, loss of home, displacement, poverty, insecurity,
forced recruitment etc.
• forms of recruitment - national army - armed opposition groups
• psychological and social impact - damaged personal relations, family/community re-
jection, guilt, identity issues, stigmatisation, education missing, militaristic values,
diseases, disabilities, loss of hope/negative future orientation
Session 2
• small arms - availability to children, arms trade

• land mines - Ottawa convention, mines awareness
Session 3
• child rehabilitation - psychosocial assistance, trauma healing, community-based sup-

port
• education and vocational training
Session 4
• project management
• personal health and safety
• supervision and stress management
20
Day 5 (Key issues - sexual and gender-based violence, exploitation, peace
processes; advocacy)
2 morning sessions, 1 afternoon session
this Training:
Session 1
• sexual and gender-based violence - situation of the girl child - rehabilitation strate-
gies
• sexual exploitation
• child trafficking
Session 2
• child participation in peace processes and post-conflict reconstruction

• participation of girls and women
Session 3
• child rights advocacy, public information
21
Overview - General Child Rights and Child Protection Training Module
Day 1 Day 2 Day 3 Day 4 Day 5
introduction child rights separated chil- child soldiers sexual and gen-
standards dren der-based vio-
lence
childhood humanitarian displacement, small arms, peace processes

law, refugee law child refugees mine awareness
armed conflict case studies monitoring child rehabilita- child rights ad-
tion vocacy
impact on chil- operational con- field skills organisational

dren text skills
22
Specialisation Module: Child rights monitoring
Duration: 3 days
Day 1 (Childhood, armed conflict, key monitoring issues)
this Training:
Session 1
• child and adolescent development
Session 2
• nature of armed conflicts - conflict analysis

• conflict management, transformation, resolution
• impact on children - survival and coping strategies by children
Session 3
• international standards on human rights of children (CRC, Optional Protocols, ILO

Convention No. 182) international humanitarian law, ICC Statute, refugee law
• Codes of Conduct for field personnel
Session 4
• key issues for monitoring, such as:

• different impact of conflict on girls and boys
• displaced and refugee children, family-tracing, family reunification
• violence against children (torture, discipline/corporal punishment)
• situation of the girl child (rape, sexual abuse, discrimination)
• sexual abuse and exploitation, child trafficking
• use of child soldiers
• abduction of children (including recruitment practices),
• juvenile justice issues, detention of children, truth-seeking and reconciliation
• small arms (trade, availability to children) and land mine awareness
• situation of children with disabilities
• health and education standards
• provision of basic services to children, including food, water, shelter, psycho-
social assistance, education
• recovery and rehabilitation
• child-participatory structures
• discrimination of children against adults (e.g. access to services)
23
Day 2 (Monitoring techniques)
this Training:
Session 1

actors in the field, relevant local actors, structures, mechanisms (e.g. law enforce-
ment, court system, education and health system), co-operation with NGOs, child
rights organisations
Session 2
• overall importance of the mandate of the mission/field presence/terms of reference -

knowing the limits
• applying a child rights-based approach to monitoring
• understanding and developing of indicators for monitoring
Session 3
• reporting techniques
• communicating with children, child-participatory monitoring
• interviewing techniques, including child-sensitive and gender-sensitive interviewing
• data collection and documentation
Session 4
• monitoring role play/simulation exercise
24
Day 3 (Monitoring techniques, field skills, early warning)
this Training:
Session 1
• reporting techniques
• communicating with children, child-participatory monitoring
• interviewing techniques, including child-sensitive and gender-sensitive interviewing
• data collection and documentation
Session 2
• networking, relations with state authorities

• cross-cultural communication
Session 3
• early warning mechanisms, prevention of conflicts/child rights violations
Session 4
• monitoring role play/simulation exercise
25
Overview - Specialisation Module: Child rights monitoring
Day 1 Day 2 Day 3
childhood operational context monitoring and reporting
armed conflict mandate and indicators field skills
international standards reporting techniques early warning and preven-

tion
key monitoring issues simulation exercise simulation exercise
26
Specialisation Module: child rehabilitation
Duration: 5 days
Day 1 (Childhood and armed conflict)
this Training:
Session 1
• child and adolescent development
• possibly invite children with different cultural backgrounds to the training institution
to share their own perspectives with training participants
Session 2
• nature of armed conflicts - conflict analysis

• conflict management, transformation, resolution
Session 3
• impact of armed conflict on children, key issues:

• loss of family members, personal relations, social contacts to peers, destruc-
tion of home, every-day-routines, different impact on girls and boys
• destruction of child-relevant infrastructure (e.g. schools, health care, meeting
places)
• displaced and refugee children
• physical and psychological violence against children (torture, disci-
pline/corporal punishment)
• situation of the girl child, sexual and gender-based violence
• child trafficking, sexual exploitation
• use of child soldiers
• abduction of children (including recruitment practices)
• small arms (trade, availability to children) and land mines
• lack of basic services for survival to children, including food, water, shelter,
psycho-social assistance
Session 4
• child’s perspectives on armed conflict (possibly invite children from local refugee
communities to attend the training session)
• child survival strategies and strategies coping with adversities and risks - culturally
determined healing and protective factors
• communicating with children
• child participation - assessment, project development, implementation, monitoring
and evaluation, in political processes
27
Day 2 (Standards and structures)
this Training:
Session 1
• international standards on human rights of children, including Convention on the

Rights of the Child and its Optional Protocols, ILO Convention No. 182, African Char-
ter on the Rights and Welfare of the Child, other core human rights conventions
• relevance of a child rights-based approach to child rehabilitation
Session 2
• international humanitarian law standards, particularly including Geneva Conventions

1949, Additional Protocols 1977; impunity/ICC Statute
• international refugee law standards - Convention relating to the Status of Refugees
1951 and Protocol 1966, UNHCR Guidelines, Guiding Principles on Internal Displace-
ment
Session 3

actors in the field, relevant local actors, structures, mechanisms (e.g. school and
health system), relations with state authorities, co-operation with NGOs, child rights
organisations
Session 4
• cross-cultural communication skills

• co-operation and networking skills
28
Day 3 (Psychosocial assistance, programme development, supervision)
this Training:
Session 1
• health and well-being of the child/violence against children - cultural context/local

resources
• gender-related impact of conflict on girls and boys
• time factor for rehabilitation
• violence against children of socially marginalized groups (refugees, street children…)
• strategies for providing psychosocial assistance - e.g. trauma therapy, traditional
healing rituals, counselling, activities for adolescents, parenting support
• peace education, tolerance/human rights education, peaceful conflict resolution
Session 2
• effects of trauma - post-traumatic stress disorder (PTSD)

• strength and weaknesses of PTSD-assessment
• trauma interventions and trauma healing: assessment, facilitation of grief, counsel-
ling, expressive activities, psycho-educational workshops, community sensitisation on
mental health
Session 3
• sexual and gender-based violence

• gender-sensitive recovery and rehabilitation
Session 4
• stress management, supervision for field personnel
29
Day 4 (Psychosocial assistance, rehabilitation)
this Training:
Session 1
• community-based psychosocial assistance

• community mobilisation
• child/youth participatory approaches
Session 2
• rehabilitation programme development - identification of resources, skills, co-

operation and networking
• project planning, project management skills - needs-assessment, organisation, im-
plementation, evaluation
• child/youth-sensitive and participatory approaches
Session 3
• child soldiers/child combatants - disarmament, demobilization and reintegration

Session 4
• child refugees/internally displaced children - gender aspects, family reunification,

family tracing, repatriation
30
Day 5 (Key issues for rehabilitation)
this Training:
Session 1
• education in emergencies and in post-conflict settings

• vocational training for adolescents
• child participatory approaches
Session 2
• standards on juvenile justice - concepts of guilt and responsibility, age limits

• culturally sensitive justice and truth-seeking mechanisms
Session 3
• child participation in peace processes and post-conflict reconstruction, gender-related

aspects
• reintegration and reconciliation
31
Overview - Specialisation Module: child rehabilitation
Day 1 Day 2 Day 3 Day 4 Day 5
childhood child rights psychosocial community- education and

standards health based psycho- vocational train-
social assistance ing
armed conflict humanitarian trauma healing project devel- juvenile justice

law, refugee law opment
impact on chil- operational con- sexual and gen- child soldiers peace proc-
dren text der-based vio- DDR esses, recon-
lence ciliation
child’s perspec- field skills supervision, child refugees

tive stress manage-
ment
32
References and Resources
I Principal child rights/child protection standards
• Convention on the Rights of the Child (1989)

Entry into force: 2 September 1990
• Optional Protocol to the Convention on the Rights of the Child on the Involvement of Children in Armed
Conflict (2000)
Entry into force: 12 February 2002
• Optional Protocol on the sale of children, child prostitution and child pornography (2000)
Entry into force: 18 January 2002
• International Labour Organization Convention 182 concerning the prohibition and immediate action for the
elimination of the worst forms of child labour (1999)
Entry into force: 19 November 2000
• African Charter on the Rights and Welfare of the Child (1990)

Entry into force: 29 November 1999
• A World Fit For Children, Declaration and Plan of Action, adopted by the UN General Assembly Special Ses-
sion on Children, 10 May 2002
• Geneva Convention (III) relative to the Treatment of Prisoners of War (1949)

Entry into force: 21 October 1950
• Geneva Convention (IV) relative to the Protection of Civilian Persons in Time of War (1949)
• Protocol Additional to the Geneva Conventions of 12 August 1949, and Relating to the Protection of Victims
of International Armed Conflicts (Protocol I, 1977)
Entry into force: 7 December 1978
• Protocol Additional to the Geneva Conventions of 12 August 1949, and Relating to the Protection of Victims
of Non-International Armed Conflicts (Protocol II, 1977)
Entry into force: 7 December 1978
• Convention on the Prohibition of the Use, Stockpiling, Production and Transfer of Anti-Personnel Mines and
on their Destruction (“Ottawa Convention“, 1997)
Entry into force: 1 March 1999
• Security Council Resolution 1261 (25 August 1999), on children and armed conflict
• Security Council Resolution 1314 (11 August 2000), on children and armed conflict
• Security Council Resolution 1379 (20 November 2001), on children and armed conflict
• Security Council Resolution 1460 (30 January 2003), on children and armed conflict
• Convention relating to the Status of Refugees (1951)

Entry into force: 22 April 1954
• Protocol Relating to the Status of Refugees (1967)

• Guiding Principles on Internal Displacement (1998)

Addendum to the Report of the Representative of the Secretary-General, UN Doc. E/CN.4/1998/53/Add.2,
11 February 1998
• Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially Women and Children (2000),
supplementing the United Nations Convention against Transnational Organized Crime (2000)
Not yet in force
• Rome Statute of the International Criminal Court (1998)

Entry into force: 1 July 2002
33
II Ratification of international child rights/child protection treaties by HSN
Members
X = ratified, s = signed
ILO Convention 182 Worst forms

Optional Protocol Sexual Exploi-
Optional Protocol armed conflict
Convention on the Rights of the
Transnational Organized Crime

Ottawa Convention/Mine Ban
Geneva Conventions III, IV
Additional Protocols I, II
Protocol on Trafficking
Refugee Convention
of child labour
ICC Statute
Human Se-
Treaty
curity Net-
tation
Child
work Coun-
tries
Austria X X s X X X X X X s s
Canada X X s X X X X X X X X
Chile X s X X X X X X s s s
Greece X s s X X X s X X s s
Ireland X X s X X X X X X s s
Jordan X s s X X X X - X s ?
Mali X X X X X X X s X X X
Netherlands X s s X X X X X X s s
Norway X s X X X X X X X s s
Slovenia X s s X X X X s X s s
South Africa X s - X X X X X X s s
Switzerland X X s X X X X X X s s
Thailand X - - X X -/- X - s s s
As of 1 February 2003 (except Refugee Convention: 30 September 2002), references:

http://www.unhchr.ch
http://www.ilo.org
http://www.icrc.org
http://www.icbl.org
http://www.unhcr.ch
http://www.un.org/law/icc
http://www.odccp.org/odccp
34
III Field preparation training and academic training institutions in HSN
Countries relevant for child rights/child protection, monitoring and rehabilita-
tion
Note: So far, consideration given to comprehensive and systematic training on child rights/child
protection, child rights monitoring and child rehabilitation for field preparation is still limited. The
following list therefore contains institutions offering a broad range of field preparation and aca-
demic training relevant to these issues. This is certainly not an exhaustive list; it is intended to
publish this document on the Internet, which would allow for continuous updating.
AUSTRIA
Austrian International Peace Support Command (AIPSC), Vienna

http://www.bundesheer.gv.at/
Courses for Peacekeeping/Peace Support Operations for staff officers, military observers, military
police and civil military cooperation.
Austrian Study Center for Peace and Conflict Resolution (ASPR), Stadtschlaining
http://www.aspr.ac.at/
ASPR training includes the following programmes:
- International Civilian Peace-keeping and Peace-building Training Program (IPT; Election Observa-
tion and Assistance, Human Rights Protection, Humanitarian Assistance, Post-conflict Reconstruc-
tion etc)
- Mission Preparation Training for the OSCE (MPT; peace-building issues and OSCE-related aspects)
- European Union Project on Training for Civilian Aspects of Crisis Management: Core Courses and
specialisation on: Organising Civilian Administration; Rule of Law; Human Rights; Democratisation
and Good Governance (pilot courses 2003).
European Training and Research Centre for Human Rights and Democracy (ETC), Graz
http://www.etc-graz.at/
Research and training programs in the fields of human rights, democracy and the rule of law, with
special emphasis on South Eastern Europe; partner to the European Master's Programme in Human
Rights and Democratisation.
European University For Peace Studies, Stadtschlaining

http://www.aspr.ac.at/
International Advanced Study Program in Peace and Conflict Transformation (two-semester MAS
Programme in Peace and Conflict Studies or in the one-semester Certificate Programme.
Ludwig Boltzmann Institute of Human Rights (BIM), Vienna

http://www.univie.ac.at/bim/eng/index.html
Human rights research and training institution, hosting also two Service Centres on Human Rights
Education and an Civic Education; partner to the European Master's Programme in Human Rights
and Democratisation.
OMEGA Health Care Centre, Graz

http://www.omega-graz.at/homeEN.html
Non-governmental organisation specialising on psychosocial assistance to refugees, with special
emphasis on child refugees.
CANADA
Canadian Human Rights Foundation (CHRF), Montréal

http://www.chrf.ca/
Annual International Human Rights Training Program (IHRTP): focus on human rights education
and implementation strategies.
Canadian Institute for Conflict Resolution/Saint Paul University, Ottawa

http://www.ustpaul.ca
35
Focus area: community-based conflict resolution and reconciliation, offers a “Third Party Neutral”
(TPN) training programme.
Canadian Resource Bank for Democracy and Human Rights (CANADEM), Ottawa
http://www.canadem.ca/
Canadian roster of civilians on stand-by for deployment for UN, OSCE and other agencies’ field
operations (more than 3.200 registered experts).
CANADEM Training Directory: http://www.canadem.ca/training-a.htm
Centre for Refugee Studies/York University, Toronto

http://www.yorku.ca/crs/
General Certificate and Graduate Diploma in Refugee and Migration Studies; Summer course on
refugee issues.
Human Rights Internet, Ottawa

http://www.hri.ca/welcome.asp
HRI offers internet databases, “For the Record” human rights documentation, a Youth International
Internship Program etc.
Human Rights Research and Education Centre, University of Ottawa

http://www.cdp-hrc.uottawa.ca/index_e.html
Services include a Virtual Human Rights Research Library.
International Bureau for Children's Rights (IBCR), Montréal

http://www.ibcr.org/index_en.shtml
Conducts inter alia “Tribunals for Children's Rights”, including on the protection of war-affected
children (“Colchester Report”, 2000, see below).
International Centre for Human Rights and Democratic Development, Montréal

http://www.ichrdd.ca/
Research and Training on Democratic Development, Globalisation and Human Rights, Rights of
Indigenous Peoples and Women's Rights.
Lester B. Pearson Canadian International Peacekeeping Training Centre, Clementsport

http://www.peaceoperations.org/home.html
The Centre offers a broad variety of training courses on human security, human rights and humani-
tarian aspects of peacekeeping, including “The Legal Framework of Modern Peacekeeping”, “Civilian
Core Competencies in Peace Operations”, “Disarmament, Demobilization, and Reintegration”, “Hu-
man Rights in Modern Peacekeeping” and “Refugees and Internally Displaced Persons”.
The Centre also runs a Peacekeeping and Security Capacity Building Program for international co-
operation on peacekeeping capacity building:
http://www.pdcmps.ca/eng/index.html
CHILE
Academia Nacional de Estudios Políticos y Estratégicos (ANEPE; National Academy of

Political and Strategic Studies of Chile), Santiago
http://www.anepe.cl/
Diploma in Political and Strategist Studies (Diplomado en Estudios Políticos y Estratégico, DEPE).
Centro Conjunto para Operaciones de Paz de Chile (CECOPAC, Joint Chilean PKO Training
Center), La Reina/Santiago
"Al Servicio de la Paz" Training Courses.
Facultad Latinoamericana de Ciencias Sociales (FLACSO), Santiago

http://www.flacso.cl/
Academic Research and Training on International Relations, Political Economy, Gender Studies,
Human Security.
GREECE
Marangopoulos Foundation for Human Rights (MFHR), Athens

http://www.mfhr.gr/
36
Research and Human Rights Education and Training.
Multinational Peace Support Operations Training Center, Kilkis

see: http://www.un.org/Depts/dpko/training/pk_training_centers/cunpk.htm
Courses for multinational PSOs officers and military observers.
IRELAND
Agency for Personal Service Overseas (APSO), Dublin

http://www.apso.ie/
Focus on skills training for development and relief work professionals, courses include “Health Care
in Emergency Relief and Development Operations” and “Staff Security and Safety in Emergency
relief and Development Operations”.
APSO Resource Centre:
http://www.apso.ie/website_graphic/resource-links/resource-centre.html
National University of Ireland Galway, Irish Centre for Human Rights, Galway
http://www.nuigalway.ie/human_rights/
Master’s Programmes in International Human Rights Law and in International Peace Support Op-
erations.
United Nations Training School Ireland, Curragh

http://www.military.ie/overseas/untsi.htm
Training for Military Commanders, Military Observers and Military Police Officers.
University College of Dublin, Faculty of Agriculture, Department of Agribusiness, Exten-

sion and Rural Development, Dublin
http://www.ucd.ie/%7Eagri/html/homepage/mode2humanitarian.htm
Postgraduate programme in Humanitarian Assistance.
University of Ulster/United Nations University, Derry/Londonderry

http://www.incore.ulst.ac.uk/home/
INCORE (Initiative on Conflict Resolution and Ethnicity): research and training on conflict manage-
ment and resolution; INCORE International Summer School.
JORDAN
Regional Human Security Centre at the Jordan Institute of Diplomacy (RHSC/JID), Am-
man
http://www.id.gov.jo/human
Training Workshops on Human Rights, Human Security for judicial and security personnel.
Royal Military Academy Peacekeeping Institute, Amman

UN peacekeeping mission preparation courses for officers.
MALI
École d'État Major, Koulikoro

National partner institution of the Canadian Peacekeeping and Security Capacity Building
Program, see http://www.pdcmps.ca/eng/index.html
THE NETHERLANDS
Netherlands Institute of Human Rights (SIM), University of Utrecht

http://www.law.uu.nl/english/sim/
Master’s Programme on International and European Protection of Human Rights;
School of Human Rights Research: Annual Summer Course on Human Rights.
37
Peacekeeping Training Centre of the Dutch School for Peacekeeping Missions (School
Voor Vredesmissies, SVV), Amersfoort
Training for military and civil peace support operations personnel.
University of Groningen
http://www.rug.nl/let/onderwijs/internationaleStudies/humanitarianAssistance/
European Masters in International Humanitarian Assistance (Network on Humanitarian Assistance,
NOHA).
University of Maastricht, Centre of Human Rights

http://www.unimaas.nl/default.asp
Master’s Programme on International and European Protection of Human Rights; also participating
in the School of Human Rights Research.
NORWAY
Centre for Conflict Management (CCM), Oslo

http://www.ccm.no/eng/courses.html
Training on Human Rights, Peacebuilding and Conflict Management Skills.
National Police Academy, Oslo

http://www.politihs.no/
Courses for UN Police Officers and other mission-related training.
Norwegian Defence International Centre (NODEFIC), Sessvollmoen

http://www.mil.no/felles/fokiv/
Mission preparation training for staff officers and observers.
Norwegian Refugee Council, Global IDP Project, Oslo

http://www.idpproject.org/training.htm
Workshops and Training package on the UN Guiding Principles on Internal Displacement;
Basic Course on Internal Displacement: Background, Program Foundations and Program Ap-
proaches for International Agency Staff/IASC Training Modules on Internally Displaced Persons.
Norwegian Resource Bank for Democracy and Human Rights (NORDEM), NORSTAFF,
NORAFRIC - Norwegian Centre for Human Rights and Norwegian Refugee Council, Oslo
http://www.humanrights.uio.no/nordem/english.html
http://www.nrc.no/NRC/eng/frames/preparedness.htm
Roster of experts on stand-by for field operations deployment; besides NORDEM (focus on human
rights monitoring, election observation) those “Emergency Preparedness Forces” also include
NORSTAFF (focus on assistance to refugees and internally displaced persons) and NORAFRIC (focus
on African personnel).
SLOVENIA
TOGETHER - Regional Center for the Psychosocial Well-being of Children, Ljubljana

http://www.together-foundation.si/
Psychosocial training for teachers, school staff, health care workers; community-based assistance
to children.
SWITZERLAND
Center for Information, Counseling and Training Professions relating to International

Cooperation (CINFO), Biel
http://www.cinfo.ch/
Activities include Training and a CinfoRoster resource centre:
http://www.cinfo.ch/cinforoster/
Center for International Health and Cooperation, Geneva

http://www.cihc.org/
International Diploma in Humanitarian Assistance (IDHA, see also: http://www.idha.ch/)
38
Centre international de formation à l'enseignement des droits de l'homme et de la paix
(CIFEDHOP) /International Training Centre on Human Rights and Peace Training, Gene-
va
http://www.eip-cifedhop.org/formation/cifedhop1.html
International Training Session on Human Rights and Peace Teaching.
Centre Universitaire de Droit International Humanitaire, Geneva

http://www.cudih.org/
Master’s Programme on International Humanitarian Law.
Institut International des Droits de l'Enfant, Sion

http://www.childsrights.org/
Child rights research and training activities.
Institut Universitaire Kurt Bösch (IUKB), Sion

http://www.iukb.ch/
Two-year postgraduate programme “Executive Master on Children's Rights”.
Swiss Expert Pool for Civilian Peace Building (SEP), Swiss Foreign Ministry
http://www.eda.admin.ch/expertenpool
Two-weeks mission preparation training.
Training Center Peace Keeping Operations/Swiss Department of Defense, Bière

http://www.vbs-ddps.ch/internet/groupgst/en/home/
peace/peace/ausbildung/ausbildungszentrum.html
Training of Military Observers and Swiss Contingents for peace support operations.
THAILAND
Asian Forum for Human Rights and Development (FORUM-ASIA), Bangkok

http://www.forumasia.org/
Training programmes and workshops on regional human rights issues.
Diplomacy Training Program, Faculty of Law, University of New South Wales, Australia In
Cooperation with Asian Regional Resource Center (ARRC) and Forum Asia, Thailand
http://www.law.unsw.edu.au/centres/dtp/
Human Rights and Peoples’ Diplomacy: Annual Training for Human Rights Defenders from the Asia-
Pacific and Indigenous Australia, Bangkok, Thailand.
Peace Operations Centre/Directorate of Joint Operations, Supreme Command Headquar-

ters, Bangkok
http://www.un.org/Depts/dpko/training/pk_training_centers/countries/thailand.htm
Peace Operations Training Courses.
SOUTH AFRICA (observer)
African Centre for the Constructive Resolution of Disputes (ACCORD), Durban

http://www.accord.org.za/web.nsf
Activities include peacekeeping training programmes for military and civil personnel in the South-
ern African Development Community region.
Fahamu/University of Oxford
http://www.fahamu.org.uk/
Adilisha: human rights capacity building in Southern Africa/SADC region - distance learning courses
- Modules include Human Rights fact-finding and investigation, child rights focused NGOs as one of
several target groups.
Institute for Security Studies, Pretoria

http://www.iss.co.za/
Based on a strong human security focus, it offers research and training inter alia on arms man-
agement, peace missions and security sector transformation.
39
IV Other Training institutions and Programmes
INTERNATIONAL ORGANISATIONS AND SELECTED PROGRAMMES
Office for the Coordination of Humanitarian Affairs (OCHA), Geneva/New York

http://www.reliefweb.int/ocha_ol/
Emergency Field Co-ordination Training (EFCT)
Humanitarian Assistance Training Inventory (HATI): http://www.reliefweb.int/training/
Military and Civil Defence Unit (MCDU): http://www.reliefweb.int/mcdls/mcdu/mcdu.html
OCHA MCDU on United Nations Civil Military Coordination (UN CMCoord) Training.
United Nations Department of Peacekeeping Operations/United Nations Mission in Sierra

Leone (UNAMSIL)
http://www.un.org/Depts/dpko/missions/unamsil/
Established post of a Child Protection Advisor, organises Training of Trainers Programme on child
rights and child protection for peacekeeping personnel
United Nations Institute for Training and Research (UNITAR), Geneva/New York
http://www.unitar.org/
Several training programmes on e.g. “International Migration Policy”, “Peacemaking and Preventive
Diplomacy”, including The Special Needs of Women and Children in and after Conflict - A Training
Programme for Civilian Personnel in UN Peacekeeping Operations.
UNITAR-POCI: UNITAR Programme of Correspondence Instruction in Peacekeeping Operations:
http://www.unitarpoci.org/
United Nations University (UNU), Tokyo

http://www.unu.edu/ic/
UNU International Courses (UNU/IC) on armed conflict and peacekeeping, human rights and inter-
national cooperation and development.
UNHCR/Save the Children, Geneva/Stockholm

http://www.unhcr.ch/
http://www.rb.se/
Action for the Rights of Children (ARC) - A Rights-based Capacity Building and Training Initiative,
August 2001.
United Nations Children's Fund (UNICEF), New York

http://www.unicef.org/
http://coe-dmha.org/Unicef/UNICEF2FS.htm
Humanitarian Principles Training: A child Rights Protection Approach to Complex Emergencies.
Working Group on Child Protection Training for UN Peacekeeping Operation Personnel,

Training package
In 2001 a Working Group was formed upon an initiative by the Office of the Special Representative
of the Secretary-general for Children and Armed Conflict, UNICEF and Save the Children/Sweden,
consisting of key actors in the fields of training, peacekeeping, child rights and armed conflict
(DPKO, UNHCR, ICRC etc). Its main objective is the preparation of a comprehensive training pack-
age for field personnel on issues in relation to children affected by armed conflict. The drafts for
the training manual will be completed by mid-2003, pilot trainings have already been started.
NATO School (SHAPE), Oberammergau/Germany

http://www.natoschool-shape.de/
Provides training for NATO military and civilian field personnel, including for peacekeeping mis-
sions.
Organization for Security and Co-operation in Europe (OSCE), Vienna (Secretariat)

http://www.osce.org/training/
The OSCE Training Coordinator oversees the implementation of the OSCE Training Strategy, includ-
ing training seminars for OSCE Secretariat staff, delegation staff and field mission personnel; train-
ing subjects encompass also child protection issues in relation to children victim of armed conflict.
European Union
http://www.aspr.ac.at/euproject/main.htm
EC Project on Training for Civilian Aspects of Crisis Management (pilot courses 2003).
40
Council of Europe
http://www.coe.int/T/E/human%5Frights/Police/
”Police and Human Rights - Beyond 2000” Training Programme: supports training of police officers
on human rights standards, also for international peace support operations.
Economic Community of West African States (ECOWAS)

http://www.ecowas.int/
Ongoing project by ECOWAS and Save the Children-Sweden on developing and implementing com-
prehensive child rights/child protection training for regional military forces.
International Committee of the Red Cross (ICRC)

http://www.icrc.org/
- Training Course Health Emergencies in large Populations (HELP): training modules include public
health issues in relation to international humanitarian law, human rights and responsibilities of
health professionals and ethics.
http://www.icrc.org/helpcourse
- Ecogia Protection Seminars: training for humanitarian professionals on protection of civilians in
conflict (responses to violations of the law, collecting and handling data, influencing perpetrators of
violence etc)
http://www.icrc.org/Web/Eng/siteeng0.nsf/htmlall/ecogiaprotsem?OpenDocument
SELECTED NATIONAL TRAINING INSTITUTIONS AND PROGRAMMES
American University in Cairo

http://www.aucegypt.edu/
Diploma in Forced Migration and Refugee Studies.
Field Diplomacy Initiative, Leuven

http://www.fielddiplomacy.be/
Training Courses on Field Diplomacy and Conflict Impact Assessment.
Harvard School of Public Health, Boston

http://www.hsph.harvard.edu/ccpe/programs/ICHH.shtml
Intensive Course in Health and Human Rights.
Institute for Human Rights/Åbo Akademi University, Turku/Åbo

http://www.abo.fi/instut/imr/
Courses on the international human rights protection.
International Network "Europe and the Balkans"

http://www.spfo.unibo.it/balkans/eurobalk.html
European Master in Democracy and Human Rights in South Europe.
Network on Humanitarian Assistance (NOHA)

http://www.noha.deusto.es/
European Masters in International Humanitarian Assistance.
Raoul Wallenberg Institute of Human Rights and Humanitarian Law, Lund

http://www.rwi.lu.se/
Various Training and Master’s Programmes in the Human Rights and Development field.
Ruhr-Universität Bochum/ Institute for International Law of Peace and Armed Conflict
http://www.ifhv.de/
Master’s Programme in Humanitarian Assistance.
Scuola Superiore Sant'Anna, Pisa

http://www.itp.sssup.it/future.html
International Training Programme for Conflict Management.
University of Bradford, Centre for Conflict Resolution/Africa Centre for Peace and conflict
Studies
http://www.brad.ac.uk/acad/confres/
http://www.bradford.ac.uk/acad/peace/africa/africacentre.htm
41
Offers Master’s Programmes on Conflict Resolution and training courses for field personnel.
University of Columbia, Center for the Study of Human Rights

http://www.columbia.edu/cu/humanrights/training.htm
Human Rights Advocates Training Program.
University of Essex, Human Rights Centre

http://www.essex.ac.uk/armedcon/
Human rights training courses for field personnel, Master’s programmes; the Human Rights Centre
and the Children’s Legal Centre jointly run Essex University’s Children and Armed Conflict Unit.
University of Oxford, Refugee Studies Centre

http://www.rsc.ox.ac.uk/indexrsp.html
Master of Science in Forced Migration.
University of Padua (together with 27 Participating Universities)

http://www.ema-humanrights.org/index.asp
European Master's Degree in Human Rights and Democratisation.
University of Pretoria, Centre for Human Rights (and other Participating Universities)
http://www.up.ac.za/chr/mastersprogram/masters.html
Master's Programme on Human Rights and Democratisation in Africa.
University of Wales, Centre for Development Studies, Swansea

http://www.swan.ac.uk/cds/
Short Courses in Social Development and Participation/Child Rights.
V Further references and internet resources related to Training
Canadian Human Rights Foundation (CHRF), Human Rights Training Manuals

http://www.chrf.ca/english/education/files/manuals.htm
Canadian Peacebuilding Coordinating Committee/Children and Armed Conflict Working Group,

Working with children in armed conflict: A skills-building workshop (January 10 and 11, 2002).
http://www.cpcc.ottawa.on.ca/cachm.htm
Crisp, Jeff/ Talbot, Christopher/Cipollone, Daiana B., Learning for a Future: Refugee Education in
Developing Countries, UNHCR/Evaluation and Policy Analysis Unit/Health and Community Devel-
opment Section, January 2002
De Rover, Cees/Gallagher, Anne, Human Rights Training for UN Peacekeepers: Lessons from Mo-
zambique, in Netherlands Quarterly of Human Rights, Vol. 13/3 (1995), pp. 217
Human Rights Education Associates (HREA) Online Training Library

http://www.hrea.org/erc/Library/index.html
Knotzer, Martin/Ulbert Roland/Wurth Harald, United Nations Blue Book (1995)

http://www.uncjin.org/Documents/BlueBook/BlueBook/
Loughry, Maryanne/Ager, Alastair (eds), The Refugee Experience - Psychosocial Training Module,
Refugee Studies Centre Oxford 2001
(see also: The Refugee Experience http://www.forcedmigration.org/rfgexp/)
NORDEM/Norwegian Institute of Human Rights (edited by Høgdahl, Kristin/Kvammen Ekker,

Ingrid/Sadiwa, Lalaine), Manual on Human Rights Monitoring - An Introduction for Human Rights
Field Officers, Oslo 2002
(also available at: http://www.humanrights.uio.no/nordem/manualen.html)
Reproductive Health for Refugees Consortium - Gender Based Violence Bibliography

http://www.rhrc.org/resources/gbv/bib/
Save the Children Alliance, Convention on the Rights of the Child Training Kit, London 1997
42
Save the Children Sweden, The Role of the Emergency Standby Team - Responding Early to Chil-
dren’s Rights in Emergencies, SCS Sweden, Stockholm 2002
(also available at: http://www.rb.se/assets/pdf-filer/Beredskapstyrkan/est.pdf)
UN Department of Peacekeeping Operations, Disarmament, Demobilization and Reintegration of

Ex-Combatants in a Peacekeeping Environment - Principles and Guidelines, 2000
(also available at: http://www.un.org/depts/dpko/lessons/PBPUOnline.htm)
UN Department of Peacekeeping Operations, Handbook on United Nations Multidimensional Peace-

keeping Operations (forthcoming 2003)
UN Department of Peacekeeping Operations/Peacekeeping Best Practices Unit

http://www.un.org/depts/dpko/lessons/
UN Department of Peacekeeping Operations/Training and Evaluation Service

http://www.un.org/Depts/dpko/training/
UNHCR, Human rights and refugee protection (Training Module RLD 5), Geneva October 1995
UNHCR, Protecting refugees: a field guide for NGOs, Geneva 1999
UNHCR/Valid International, Meeting the rights and protection needs of refugee children - An inde-
pendent evaluation of the impact of UNHCR’s activities, May 2002
UN Office of the High Commissioner for Human Rights, Human Rights Training:
A Manual on Human Rights Training Methodology (Professional Training Series No. 6) Geneva 2000
(available at: http://www.unhchr.ch/html/menu6/2/training.htm)
UN Office of the High Commissioner for Human Rights, Training Manual on Human Rights Monitor-
ing (Professional Training Series No. 7), Geneva/New York 2001 (available at:
http://www.unhchr.ch/html/menu6/2/training.htm)
UN Office of the High Commissioner for Human Rights, Database on Human Rights Education
http://www.unhchr.ch/hredu.nsf
WHO/Petevi, Mary/Revel, Jean Pierre/Jacobs, Gerard A., Rapid Assessment of Mental Health Needs
of Refugees, Displaced and other Populations affected by Conflict and post-conflict Situations and
available Resources - a tool for community-oriented assessment, Geneva 2001
WHO Emergency and Humanitarian Action - Training Opportunities and Resources

http://www.who.int/disasters/tg.cfm?doctypeID=24
VI Further references and internet resources related to Human Security and

Child Rights/Child Protection
HUMAN SECURITY
Austrian Ministry for Foreign Affairs, The Human Security Network, Austrian Chair 2002-2003
(available at: http://www.bmaa.gv.at/netzwerk/netzwerk-mensch.html)
Bruderlein, Claude/Stichick, Theresa, Children Facing Insecurity: New Strategies for Survival in a
Global Era, 2001
(available at: http://www.humansecuritynetwork.org/report_may2001_2-e.asp)
Canada’s Human Security Web Site (Canadian Department of Foreign Affairs and International
Trade)
http://www.humansecurity.gc.ca/
Canadian Peacebuilding Coordinating Committee/Working Group on Children and Armed Conflict,

Peace is Every Child’s Right - A Plan of Action, November 2000
(available at: http://www.cpcc.ottawa.on.ca/)
43
Coalition to Stop the Use of Child Soldiers/Harvard Program on Humanitarian Policy and Conflict
Research/Watchlist on Children and Armed Conflict/Human Security Network: Children and Armed
Conflict, A Symposium on Implementing UN Security Council Resolution 1379 (report)
Commission on Human Security

http://www.humansecurity-chs.org
European Training and Research Centre for Human Rights and Democracy (ETC), Human Security
web site
http://www.etc-graz.at/human-security/
Fletcher School Institute for Human Security

http://fletcher.tufts.edu/humansecurity/
Centre for Human Security/Liu Institute for Global Issues (University of British Columbia)
http://www.ligi.ubc.ca/chs.htm
Harvard Program on Human Security

http://www.cbrss.harvard.edu/programs/hsecurity.htm
Harvard Program on Humanitarian Policy and Conflict Research

http://www.hsph.harvard.edu/hpcr/
Human Security Bulletin (Canadian Consortium on Human Security)

http://www.humansecuritybulletin.info/
Human Security Network (HSN)

http://www.humansecuritynetwork.org
Human Security Network News Bulletin

(Harvard Programme on Humanitarian Policy and Conflict Research)
http://www.hsph.harvard.edu/hpcr/human_security.htm
UNESCO Securipax - The International Network for the Promotion of Human Security and Peace
http://www.unesco.org/securipax/secpax.htm
CHILD RIGHTS AND CHILD PROTECTION
Alston, Philip (ed.), The Best Interests of the Child: Reconciling Culture and Human Rights, Oxford
1994
Amnesty International, Uganda: “Breaking God’s Commands”: The destruction of childhood by the
Lord’s Resistance Army, London 1997
Annan, Kofi/UNICEF, We the Children, Report for the General Assembly Special Session on Chil-
dren, New York 2001
Asian Human Rights Commission/Human Rights Correspondence School, Module No. 8 (Child Sol-
diers), Bangkok, 2000 (available at: http://www.hrschool.org/)
Brett, Rachel/McCallin, Margaret, Children - the Invisible Soldiers, Save the Children-Sweden,
Stockholm 1998
Cahill, Kevin M. (ed.), A Framework for Survival: Health, Human Rights and Humanitarian Assis-
tance in Conflicts and Disasters, Center for International Health and Cooperation/Routledge, New
York 1999
Coalition to Stop the Use of Child Soldiers/International Save the Children Alliance, Stop Using
Child Soldiers! London 1998
Coalition to Stop the Use of Child Soldiers, Global Report, London 2001
Coalition to Stop the Use of Child Soldiers, Child Soldiers - 1379 Report, London 2002
44
Cohn, Ilene, The Protection of Children in Peacemaking and Peacekeeping Processes, in Harvard
Human Rights Journal (12), Spring 1999, p. 129
Detrick, Sharon (ed.), The United Nations Convention on the Rights of the Child: A Guide to the
“Travaux Préparatoires“, Dordrecht 1992
Detrick, Sharon, A Commentary on the United Nations Convention on the Rights of the Child, The
Hague 1999
Freeman, Michael (ed.), Children’s Rights: A Comparative Perspective, Aldershot 1996
Goodwin-Gill, Guy/Cohn, Ilene, Child Soldiers, Oxford 1994
Human Rights Watch, “My Gun Was As Tall As Me”: Child Soldiers in Burma, New York, October
2002
Human Rights Watch, “Stolen Children: Abduction and Recruitment in Northern Uganda”, Vol. 15,
No. 7(A), March 2003
International Bureau for Children’s Rights, The Protection of War-Affected Children: Securing Chil-
dren’s Rights in the Context of Armed Conflict; Report of the First Hearings Colchester, U.K., April
3-6, 2000 (“Colchester Report”)
(available at: http://www.ibcr.org/Colchester_Hearings.pdf)
International Conference on War-Affected Children, Winnipeg 2000, From Words to Action: Final
Conference Report, 2000
Kuper, Jenny, International Law Concerning Child Civilians in Armed Conflict, Oxford University
Press 1997
Lee, Michelle, Beyond the Children’s Rights Agenda: Recasting the Rehabilitation of Child Soldiers
as a Regional and Human Security Issue (Master’s Thesis), July 2002
Lowry, Christopher, Survey of Canadian Programming For Children Affected by Armed Conflict,
CIDA 1999
McConnan, Isobel/Uppard, Sarah, Children - Not Soldiers - Guidelines for working with child sol-
diers and children associated with fighting forces, Save The Children, Stockholm 2001
Norwegian Refugee Council, Internally Displaced People: A Global Survey 2002, Earthscan Publica-
tions, London 2002
Machel, Graça, The Impact of War on Children: A Review of Progress since the 1996 United Nations
Report on the Impact of Armed Conflict on Children, Toronto 2001
Macksoud, Mona, Helping Children Cope with Stresses of War - a manual for parents and teachers,
UNICEF 2000
No Peace Without Justice/UNICEF Innocenti Research Centre, International Criminal Justice and
Children, 2002
Office of the Special Representative for Children and Armed Conflict/Social Science
Research Council/Italian National Childhood and Adolescence Documentation and Analysis Centre,
Filling Knowledge Gaps: a Research Agenda on the Impact of Armed Conflict on Children (Work-
shop report), Florence 2001/2002
(also available at: http://www.minori.it/)
OCHA, Manual on Field Practice in Internal Displacement - Examples from UN Agencies and Partner
Organizations of Field-based Initiatives Supporting Internally Displaced Persons, 1999
Save the Children Sweden/UNICEF, Children's rights - turning principles into practice, 2000
Save the Children UK, Children and Development. Issue 2: Conflict: children on the front line, Lon-
don 2002
45
Special Representative of the Secretary-General for Children and Armed Conflict, (first annual)
Report to the General Assembly, UN Doc. A/53/482 (12 October 1998)
Special Representative of the Secretary-General for Children and Armed Conflict, (second annual)
Special Representative of the Secretary-General for Children and Armed Conflict, (third annual)
Special Representative of the Secretary-General for Children and Armed Conflict, (forth annual)
Special Representative of the Secretary-General for Children and Armed Conflict, (fifth annual)
Report to the General Assembly, UN Doc. A/57/402 (25 September 2002)
Special Representative of the Secretary-General for Children and Armed Conflict, Report to the
Security Council, UN Doc. S/2002/1299 (26 November 2002)
(includes list of parties to armed conflict that recruit or use children, in accordance with 2001 SC
Resolution 1379)
Special Representative of the Secretary-General for Children and Armed Conflict, Report to the
Commission on Human Rights, UN Doc. E/CN.4/2003/77 (3 March 2003)
UNICEF, Children Affected by Armed Conflict: UNICEF actions, New York 2002
UNICEF, Implementation Handbook for the Convention on the Rights of the Child (prepared by
Hodgkin, Rachel/Newell, Peter), second edition, Geneva/New York 2002
UNICEF, Indicators for global monitoring of child rights, Report of the International Meeting, Ge-
neva, 9-12 February 1998, UNICEF New York, 1998
UNICEF, The Demobilization and Reintegration of Child Soldiers - Lessons Learned from Angola and
El Salvador, UNICEF, New York 2000
UNICEF, UNICEF Actions on Behalf of Children Affected by Armed Conflict, Working Paper, August
2000
United Nations, “A World fit for Children”, outcome document of the GA Special Session on Children
(10 May 2002), UN Doc. A/RES/S-27/2 (annex, 11 October 2002)
United Nations, Children and Armed Conflict, Study submitted by the Secretary-General pursuant
to SC Resolution 1379 (2001), UN Doc. S/2002/1299 (26 November 2002)
United Nations, Women, Peace and Security, Study submitted by the Secretary-General pursuant
to SC resolution 1325 (2000), UN Doc. S/2002/1154 (16 October 2002), for the complete study
see http://www.un.org/womenwatch/daw/public/
Van Bueren, Geraldine, The International Law on the Rights of the Child, Dordrecht 1995
Veerman, Philip, The Rights of the Child and the Changing Image of Childhood, Dordrecht 1992
Ward, Jeanne, If Not Now, When? Addressing Gender-based Violence in Refugee, Internally Dis-
placed, and Post-conflict Settings: A Global Overview, The Reproductive Health for Refugees Con-
sortium, New York, April 2002
(available at: http://www.rhrc.org/resources/gbv/ifnotnow.html)
Women’s Commission for Refugee Women and Children, Untapped Potential: Adolescents affected
by armed conflict - A review of programs and policies, New York 2000 (with extensive commented
reading list).
African Network for the Prevention and Protection Against Child Abuse and Neglect (ANPPCAN)
http://www.anppcan.org
Brookings Institution/SAIS Project on Internal Displacement
46
http://www.brookings.edu/fp/projects/idp/idp.htm
Child psychology and child refugees bibliography (personal homepage of Brechtje Paardekooper)
http://www.xs4all.nl/~brechtje/
Children and Armed Conflict Unit Web resources/The Children's Legal Centre (University of Essex)
http://www.essex.ac.uk/armedcon/links/
Child Rights Information Network (CRIN)

http://www.crin.org
Childwatch International Research Network

http://www.childwatch.uio.no
Coalition for the International Criminal Court (CICC)

http://www.iccnow.org/
Coalition to Stop the Use of Child Soldiers

http://www.child-soldiers.org
Defence for Children

http://www.defence-for-children.org
European Centre for Social Welfare Policy and Research

http://www.euro.centre.org/
Focal Point against Sexual Exploitation of Children

http://www.focalpointngo.org
Forced Migration Online/Psychosocial Working Group Inventory of Key Resources

http://earlybird.qeh.ox.ac.uk/psychosocial/
Human Rights Watch Children’s Rights Division

http://www.hrw.org/children
Instituto Interamericano Del Niño (IIN; Inter-American Children's Institute)

http://www.iin.oea.org/default_ingles.htm
International Campaign to Ban Landmines

http://www.icbl.org/
International Conference on War-affected Children, Winnipeg 2000 (web site includes extensive
link collection on war-affected children issues)
http://www.waraffectedchildren.gc.ca/
International Rescue Committee/Refugee and Relief Related Resources

http://www.theirc.org/resources/
International Action Network on Small Arms (IANSA)

http://www.iansa.org/
Médecins Sans Frontières (MSF) - Holland

http://www.artsenzondergrenzen.nl/
NGO Group for the CRC

http://www.crin.org/NGOGroupforCRC
Quaker UN Office
http://www.geneva.quno.info/
Reproductive Health for Refugees Consortium, Resources on Gender-based Violence

http://www.rhrc.org/resources/gbv/
Rome Statute of the International Criminal Court

http://www.un.org/law/icc/
47
Save the Children UK
http://www.savethechildren.org.uk
Save the Children Sweden (Rädda Barnen)

http://www.rb.se
Save the Children Sweden - Child War Database

http://www.rb.se/childwardatabase/
Separated Children in Europe Programme

http://www.sce.gla.ac.uk
Special Representative for the UN Secretary-General on the impact of armed conflict on children
http://www.un.org/special-rep/children-armed-conflict
Social Science Research Council

http://www.ssrc.org/
Terre des Hommes

http://www.terredeshommes.org
UN Committee on the Rights of the Child (UNHCHR web site)

http://www.unhchr.ch/html/menu2/6/crc/
UNESCO - Education in Crisis and Post-Conflict Situations/Emergency Assistance and Reconstruc-

tion Programmes
http://www.unesco.org/education/emergency/index.shtml
UN General Assembly Special Session on Children 2002

http://www.unicef.org/specialsession
UNICEF - Child Protection focus areas

http://www.unicef.org/programme/cprotection/focus/intro.html
UNICEF - Children in War

http://www.unicef.org/children-in-war/
UNICEF Innocenti Research Centre

http://www.unicef-icdc.org
University of Minnesota Human Rights Library (comprehensive collection of human rights treaties)
http://www1.umn.edu/humanrts/treaties.htm
Watchlist on Children and Armed Conflict

http://www.watchlist.org
Child rights monitoring country reports:
http://www.watchlist.org/reports/
World Congress against Commercial Sexual Exploitation of Children

http://www.csecworldcongress.org
World Health Organisation/Department of Child and Adolescent Health and Development (CAH),
child and adolescents rights
http://www.who.int/child-adolescent-health/right.htm
World Vision International

http://www.wvi.org
48
The Ludwig Boltzmann Institute of Human Rights, Vienna
(Ludwig Boltzmann Institut für Menschenrechte/BIM)
The Ludwig Boltzmann Institute of Human Rights is an academic human rights research and service
institution based in Vienna, Austria. The Institute was founded in 1992 by Felix Ermacora (†), Man-
fred Nowak and Hannes Tretter.
The focus of in the field of human rights, both on the national and the international level. It is
BIM’s understanding to offer a link between the scientific community and practitioners. Therefore a
considerable part of the work is devoted to empirical research and project implementation.
Through co-operation with international and national institutions and non-governmental organisa-
tions the Institute strives to provide relevant studies, analysis and data on human rights issues in
areas such as international law, politics and education.
Recent and current focus areas of the Boltzmann Institute’s work include anti-discrimination legis-
lation, human rights of women and trafficking, human rights of children, social and economic rights
of asylum-seekers and international development co-operation.
BIM staff is also engaged extensively in human rights teaching and training and BIM is partner of
various international training programmes. Furthermore, the Institute hosts a Service Centre for
Human Rights Education, a Service Centre for Civic Education and a library accessible to students
and the general public.
Contact:
Ludwig Boltzmann Institute of Human Rights
Hessgasse 1, A-1010 Vienna, Austria
Phone: +43 1 4277 27420, Fax: +43 1 4277 27429
E-mail: bim.staatsrecht@univie.ac.at
Websites:
Institute: www.univie.ac.at/bim
Service Centre for Human Rights Education: www.humanrights.at
Service Centre for Civic Education: www.politische-bildung.at
HSN project co-ordinator and author of the Curriculum: Helmut Sax, helmut.sax@univie.ac.at
49

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Child Rights Training Curriculum

Child Protection, Monitoring and Rehabilitation

5th Ministerial Meeting of the Human Security Network

Focusing on the issue I commissioned the Ludwig Boltzmann Institute in Vienna

Let us make child rights field present!

Dr. Benita Ferrero-Waldner

Graz, 5th Ministerial Meeting

An HSN contribution on the initiative of the

The Role of the Human Security Network

About this Curriculum

The curriculum is guided by the following principal objectives:

• Elaborate a module-based training curriculum for field personnel in relation to the

• Co-operate with institutions and organisations active in the field of child-focused

In recent years, a growing number of institutions and organisations started developing

Second, the Human Security network is in an unique position, as it comprises States

Participants should gain an understanding of:

• concepts of childhood, the role models of children in different societies, perceptions of

• effects of armed conflict and violence on children,

• actors and factors shaping situations of armed conflict,

• international legal standards empowering and protecting children,

• child-participatory approaches, direct involvement of children in rehabilitation and

• monitoring, reporting, networking, organisational skills, project development,

The actual implementation of training programmes in relation to children affected by

The target audience for the Model Curriculum includes:

Moreover, the Convention provides a comprehensive framework for action on and by

• Comprehensive protection in armed conflict (Art 38 + 2000 Optional Protocol on the

• Rights of refugee children (Art 22)

• Rights of disabled children, e.g. maimed children/land mine/UXO victims, non-

• Right to education, aims of education, in particular in relation also to education during

• Right to play and recreation (Art 31)

The Training Curriculum consists of three main Modules:

• general child rights and child protection training (5 days)

General Child Rights and Child Protection Training Module

• concepts of childhood, child and adolescent development

General principles and approaches:

• In relation to all Modules, frequent reference should be made throughout training to

• Particular attention should be paid to child-participatory approaches in field work - in

• Participants should gain a self-critical understanding on their own role in an armed

• Participants should be aware of Codes of Conducts/consequences of personal miscon-

Specialisation Module: child rights monitoring

Specialisation Module: child rehabilitation

Furthermore, by providing sessions also on basic concepts of childhood, conflict analysis

Module-specific principles and approaches:

• intervention should not be limited to a “medical focus” on individual trauma healing

• efforts on psycho-social assistance need to be linked with material assistance

• rebuilding educational structures and setting up vocational training programmes is of

Throughout the programme feedback mechanisms should be provided, with a final

Day 1 (Setting the context - childhood and armed conflict)

2 morning sessions, 2 afternoon sessions

• introduction to the programme

• armed conflicts - conflict analysis, conflict management, transformation, resolution

2 morning sessions, 2 afternoon sessions

• international standards on human rights of children, including Convention on the

• international humanitarian law standards, particularly including Geneva Conventions,

• operational context - typical structure of field operations/presences, key international

2 morning sessions, 2 afternoon sessions

• displaced and refugee children, different needs of boys and girls

• child rights monitoring and reporting - mandate, indicators, interviewing, documenta-

2 morning sessions, 2 afternoon sessions

• child soldiers/child combatants - Optional Protocol to CRC, ICC-Statute, UN Security

• small arms - availability to children, arms trade

• child rehabilitation - psychosocial assistance, trauma healing, community-based sup-

2 morning sessions, 1 afternoon session