Bring Amhara children back to school without waiting for the war to end: A quick-win proposal
Why Ethiopia Must Establish Schools as Zones of Peace in Wartime Amhara
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I. Introduction
Due to the ongoing war between the Ethiopian government and the Amhara forces, most schools in Amhara are closed, leaving students, who are predominantly children, without access to education. The war is unlikely to end soon, as neither the government nor the Amhara Fano has the capacity to overcome their adversaries in a very short time frame that meets the urgent need for children’s schooling. Furthermore, the chances of breaking a peace deal at a pace that addresses the needs of children are slim. As a result, children find themselves in a perilous predicament.
“A child who has not received the appropriate education at the right age is unproductive and unlikely to take on significant responsibilities as they grow up.”
In light of this situation, this commentary aims to provide an overview of the current reality of children in Amhara and propose a mechanism to bring children back to school through a neutral approach distanced from the warring parties’ objectives, while also protecting the sanctity of schools and the safety of teachers and other school staff. The idea is to propose modalities to establish schools and children as zones of peace as a quick-win solution until the war concludes and peace prevails in the region.
II. The current reality of children in Amhara
Children in the Amhara region of Ethiopia have faced one of the worst crises in the country’s history, caused by a cycle of war imposed on the area for over four consecutive years. The latest round of entrapment stems from the hostility between the Ethiopian government and the Amhara Fano forces, which began in April 2023 and has been ongoing for over two years.
This internal armed conflict has seen grave violations of international human rights and humanitarian laws. Children have endured unique and lasting hardships due to direct and indirect military attacks, along with the disruption of education, displacement, violations, hunger, malnutrition, and lack of health services. There has never been a comprehensive, independent investigation into the plight of children or the overall violations of human rights and the laws of war.
“Even if the warring parties cannot agree to end the war, they must agree to an educational truce—in the name of Ethiopia’s children.”
The impact of educational disruption on children is profound. UNICEF has confirmed that the ongoing war is worsening humanitarian conditions, leaving millions of children out of school. When the Amhara war began in April 2023, one in every 16 children, totaling over 3.5 million, was already out of school across Ethiopia due to prior conflicts. Between October and November 2024, UNICEF reported that nine million children were out of school due to conflict in Ethiopia and stated. “The highest numbers of out-of-school children are found in Amhara,” at 49% of the total. Currently, the UNICEF report shows that 12 million children are in need of humanitarian assistance in Ethiopia. The figures indicate that 10.6 million children require educational support. Eight million children (49 percent girls) are out of school primarily in the Amhara, Oromia, and Tigray regions. More than 9,654 schools have been damaged due to conflict in these regions.
Almost all schools are disrupted except in major cities and towns where the ENDF has a military camp. Even in these places, recurring school interruptions have been observed, and students continue to experience a profound sense of insecurity. Some people who have the means have sent their children to Addis Ababa or other places for schooling, but the vast majority still confront the harsh reality.
“Under the siege of war, the formative years of Amhara children are being stolen from them—denying them the most important tool for personal development.”
Teachers in government-controlled towns cannot travel outside the area because unidentified groups target them, while the Fano specifically targets government-appointed teschool authorities and teachers. One teacher informed the writer that he was unable to take his mother, who had an emergency, to the hospital in Bahirdar due to fear of being kidnapped or killed. Such violence has frequently gone unconfirmed by the warring parties.
These horrific realities of children in the Amhara region are reprehensibly disregarded by the parties to the conflict and receive little attention in the discourse among the Ethiopian elite. The Ministry of Education has issued occasional reports, but limited efforts have been made to address the challenges due to political reasons. Elites in the country are reluctant to speak out about most of the pressing issues caused by the war due to fear of the government or non-governmental groups. Many prominent Ethiopian scholars have remained silent throughout the past five years of war and conflict in the country due to the fear that their ideas could be politicized and would not change the status quo. Many in the diaspora dedicate much of their advocacy efforts to overly broad objectives that require time to bear fruit. Some government officials have confirmed the impossibility of presenting genuine proposals that could be interpreted as jeopardizing the ruling party’s interests or the Prime Minister’s guidance. The Ethiopian elite and all of us have failed the children under siege in the ongoing war.
Arguably, the most significant impact of the school’s discontinuation lies in its enduring generational effects that extend beyond the immediate harms. The disruption of education for years represents a loss of a precious generation. The damage to children is irreparable. A child who has not received the appropriate education at the right age is unproductive and is unlikely to take on significant responsibilities as they grow up. As Robert Havighurst clarified through his Developmental Task Theory, childhood (6-12) and adolescence (13-18) are particularly essential for learning and developing fundamental skills, consciousness, morality, emotional independence, preparing for an economic career, and instilling values and an ethical system. He emphasized that missing age-linked educational milestones leaves children unprepared and less capable of handling advanced responsibilities. Under the siege of war, these formative years of Amhara children are being stolen from them, denying them the most important tool for personal development.
The war in Amhara is not only destroying the future of children, but also the sacrifices and dreams of their parents.
In most Amhara communities, education is taken seriously as a means of livelihood and a way to escape the shackles of poverty. Parents send their children to school with the expectation that once they complete their education, they will be self-sufficient and able to assist their families and country in return. Parents sacrifice their livelihoods for their children’s education. A farmer with one ox used for plowing would sell it to fund his child’s education, even if it leaves him with nothing. As such, the war in Amhara is destroying not only the future of children but also the hopes of their parents. They are deprived of the means to educate their children due to the war imposed on them.
III. Legal Grounds Mandating the Return of Amhara Children to School
Under international law, children have a special status. IHL requires “special respect and protection,” as well as care and aid for children affected by armed conflicts, given their particular vulnerability. Beyond guaranteeing their rights, it imposes a positive obligation to provide them with the education they need. Under Article 4(3) of the Additional Protocol II to the Geneva Conventions (1977), the primary law applicable to internal armed conflicts, such as the Amhara war, mandates that children be guaranteed the fundamental right to receive education in accordance with their parents’ wishes. Schools are civilian objects, and military operations must take “special care” to avoid damaging educational institutions. This is a customary international law norm that applies in both international and non-international armed conflicts, such as the war in Amhara. This rule also provides additional protection for students, teachers, and school staff, complementing general civilian protections.
Additionally, the UN Security Council resolutions, including Resolution 2601 (2021) and Resolution 1612 (2005), provide valuable guidance for protecting children affected by armed conflict, ensuring safe access to education, and reminding states of their responsibility.
Furthermore, education is a fundamental right under international human rights law and the Ethiopian constitution (Article 36(d)). Children in elementary and fundamental stages are entitled to free education. The Ethiopian constitution refers to education 11 times. Under Article 90, the constitution mandates that policies ensure everyone has access to education to the extent permitted by the country’s resources. Besides resource limitations, the constitution does not allow for any other justification for failing to implement a policy that guarantees access to education. Moreover, the Constitution under Article 36(2) stipulates that the best interests of the child must be the primary consideration in all actions concerning children. This is also a fundamental principle in treaties ratified by Ethiopia, including the Child Rights Convention (Article 3) and the African Charter on the Rights and Welfare of the Child (Article 4).
None of the principles of international or national law have been observed when it comes to children in Amhara
The Safe Schools Declaration is an important intergovernmental initiative aimed at protecting education, students, teachers, and schools during armed conflicts. 121 States have endorsed the declaration. Unfortunately, Ethiopia has not yet endorsed it. The government must sign it immediately and revise the military operation policies and training manuals accordingly. As of now, military operations in Amhara have been conducted indiscriminately or with little precaution, resulting in significant damage to schools and students. NGOs, partners, and other stakeholders must push the government to endorse the declaration. Furthermore, Ethiopia needs a special law that provides exceptional protection for children, including during armed conflicts. This law should declare “Zones of Peace” and prohibit the use of schools for military or political purposes.
None of the aforementioned international and national law principles have been observed regarding children in Amhara. Educational institutions have been used to achieve war objectives. This constitutes a flagrant and self-destructive violation of customary international law. Ending the war in Amhara or resuming education aligns with the best interests of children. This principle must guide the government and all stakeholders in returning children to school while ensuring their safety. The principle of the best interest of the child requires the government to take concrete actions regardless of its political interests or other policy priorities. The Amhara children must be granted the protections afforded by international and Ethiopian laws to allow them to continue their education, even in the midst of ongoing conflict.
The Ethiopian elite and all of us have failed the children under siege in the ongoing war.
The best interests of the child must guide the government—regardless of political interests or military priorities
IV. A proposal to safely return the children to school and guarantee their education
In light of the horrific realities facing Amhara children and the enduring impact of school system disruption, it is imperative to immediately establish an educational truce between the government and the Amhara Fano forces to facilitate the resumption of schools and enable children to access education. This should be done immediately, regardless of the ongoing war. The process should be completed before school starts in September 2015.
Even if a political settlement is far off, nothing should stop us from agreeing on one thing: children must learn. Let us begin with an educational truce—a quick win that protects the child without choosing sides in the conflict
The proposed education agreement will be based on the principles of depoliticization, complete demilitarization of schools, and shared responsibility. A workable mechanism must be established to guarantee the sanctity of schools from use by the government and Amhara Fano for military purposes. This mechanism must also ensure the absolute immunity of students, teachers, and school employees from attacks or from being required to provide services related to the military or political objectives of both the government and the Fano forces. There shall be no politically appointed school officials or employees. Students, teachers, and all persons working in schools must not be members of the Prosperity Party or political groups created by or directly serving the warring parties. They should not provide political, military, and intelligence services to the Prosperity Party or its affiliates. The school principal, directors, and management must be elected by students, parents, and community members without government interference. Parents and community members should establish an independent body to ensure the smooth continuation of education, coordinate resources with relevant government agencies, impartially engage with the Fano forces, if they control the territory, to confirm the non-utilization of schools for military or political or other non-educational purposes by either side.
Selected international organizations and key foreign governments should also be included as facilitators and guarantors of the agreement. For example, the UN and the African Union should engage through their relevant agencies. UNICEF and Save the Children can play a leading role. Additionally, institutions such as the Global Partnership for Education (GPE) can be instrumental, as it has been a key partner in funding pre-primary and primary education in Ethiopia. The United States and the United Kingdom could also play a critical role in this process through their humanitarian agencies, given their longstanding investments and policies in the education sector in Ethiopia.
Teachers and students must take a leading role. To enhance their capabilities and effectiveness, they can establish a strong union or association. Teachers and community members should collaborate to engage with conflicting parties, the business community, and other non-governmental organizations.
V. An overview of relevant experiences in other countries
Experience shows that this approach provides effective solutions during internal armed conflicts. The Colombian experience offers a relevant lesson as teachers and community members engaged with FARC and paramilitary groups to declare schools neutral zones. This negotiation enabled children to go to school, at least temporarily. Zones of peace have been established, and local teachers, community leaders, and authorities have played crucial roles in pressuring parties to respect schools’ neutrality.
In Nepal, the Schools as Zones of Peace initiative, facilitated by UNICEF, has ensured greater access to education, resulting in a reduction of school closures due to political activities and a decreased misuse of school grounds and buildings, including a reduced presence of armed forces.
In the Philippines, following the civil conflicts between the Philippine government, the communist New People’s Army, and the separatist Moro Islamic Liberation Front, Congress in 1992 passed the Special Protection of Children Against Abuse, Exploitation and Discrimination Act, which among other things declares that children are “Zones of Peace” and prohibits the use of schools “for military purposes.” There are also experiences that can be drawn from Ukraine, Syria, Yemen, South Sudan, Palestine, and the DRC.
Although the contexts of the Ethiopian and Amhara wars differ, we can draw lessons from other nations, including those mentioned above, and use them based on the context. The initiatives in these countries have their limitations, but we can also learn from their failures.
VI. Potential challenges
Reopening schools and ensuring safe education during a devastating war has never been an easy endeavor. There are numerous challenges, including safety and security concerns, political barriers, resource limitations, coordination difficulties, and social and cultural factors.
In the Amhara context, the mistrust between the government and the Fano forces will remain the most daunting challenge to the effective implementation of such arrangements. Yet, the warring parties can overcome their uncertainties and concerns through negotiated modalities ensuring transparency, neutrality, independence, depoliticization, and demilitarization. The mechanism should have an independent guarantor in addition to the teachers, community members, and students. Transparent and objective guarantees must be set up to ensure that the government and Fano forces do not utilize schools for non-educational purposes. The government and Fano forces should welcome such a mechanism, as it does not aim to undermine their military or political objectives.
The international community, NGOs, and the Ethiopian diaspora must rally behind this educational truce—before another school year is lost. UNICEF, the AU, and community members must come together to create neutral zones for learning in the heart of the conflict.
Furthermore, resource constraints will also present a challenge. However, the government should provide the primary source of funding. It should redirect resources from constructing extravagant projects like recreational centers and palaces toward children’s education and nurturing future generations. The business community, individuals, NGOs, and other partners should also support the initiative.
VII. Conclusion
Children and schools must be zones of peace. A mechanism that ensures children can access education despite the war must be established. Even if the warring parties are hesitant to accept a comprehensive truce to end the war shortly, they must agree to an educational truce in the children’s interest. Establishing schools and children as zones of peace is a quick-win solution until the war concludes and peace prevails in the region. In addition to the parties to the conflict, all Ethiopians bear responsibility for the Amhara children’s lack of access to education due to the situation imposed on them without their fault. Let us join hands to ensure that all children in war-torn areas return to school in the 2018 Ethiopian calendar.
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