Children’s Right to Education in Armed Conflict: : A Study of How International Organizations Operationalize Educational Rights in Sudan

Sammanfattning

This thesis examines how the right to education is implemented during armed conflict, using Sudan as a case study. The aim is to analyse how international organizations operationalize children’s right to education in practice, and to explore the gap between international norms and actual implementation. The study is based on a qualitative document analysis of reports published by UNICEF and Save the Children. Several educational interventions were identified, including community-based learning spaces, teacher support, psychosocial education, and, to a lesser extent, distance and technology-based learning. These interventions largely reflect research-based recommendations on education in emergencies and show an understanding of education as both a human right and a form of protection for children during conflict. The implementation of these interventions is strongly affected by insecurity, lack of resources, displacement and weakened institutions. Under these conditions, the right to education is only partly realized in practice. While access to education is maintained to some extent, other dimensions such as quality and adaptability remain limited. A clear gap remains between international commitments to the right to education and the realities of implementation in conflict-affected contexts. In practice, educational interventions often focus on maintaining minimum access to education under conditions of conflict and instability.