Military Training and Children in Armed Conflict: Law, Policy, and Practice

By Jenny Kuper | Go to book overview

8
Part II—Introduction and Country
Studies (Category A)

Introduction

Part I of this book, in the above Chapters, has examined law and policy relevant to the training of officers of national armed forces on the treatment of children in situations of armed conflict. It has outlined both the content of the pertinent law and policy, and ways in which its effective implementation can be encouraged. The following section, Part II (Chapters Eight and Nine), will briefly describe the practice of 11 different countries as regards the training they provided for officers of their armed forces, largely in the years 2001–2002. Separate information will also be given at the end of Chapter Nine on relevant training initiatives of the ICRC.

The aim of Part II is to move from a primarily theoretical analysis of the relevant law and policy, and their implementation, (Part I), to an examination of how these obligations are in fact put into practice 'on the ground'.1 Do the selected countries actually provide training on children for officers in their national armed forces? If so, how do they tackle this task? Are there any examples of 'good practice' in the selected countries that could provide a useful model for other countries to adapt, as required?


a) Selection of Countries

The 11 countries were chosen2 using the criteria that they would include: in Categoiy (A), countries selected primarily on the basis that they were currently or recently involved in armed conflict 'at home' (within their own jurisdiction), and that they represented different regions, with experience of different types of armed conflict (ie Bosnia and Herzegovina, Colombia, Israel, Uganda, Sierra Leone, South Africa, Sri Lanka); and in Category (B), countries selected primarily on the basis that they were or had recently been substantially involved in peace support or other military activities 'abroad', and/or in training of armed forces other than (and of course including) their own—once more, bearing in mind geographic representation (ie Australia, South Africa (again), Sweden, the United Kingdom, and the United States).

-121-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Military Training and Children in Armed Conflict: Law, Policy, and Practice
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 300

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.