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).

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

Table of contents

  • Title Page iii
  • Preface vii
  • Acknowledgements ix
  • Contents xi
  • Abbreviations xiii
  • Table of Treaties and Other Selected Legal Instruments xvi
  • 1: Introduction 1
  • Part 1 19
  • 2: Part I(A)(1)—law and Policy 21
  • 3: Part I(A)(1)—law and Policy 33
  • 4: Part 1 (A)(1)—law and Policy 45
  • 5: Part I(A)(1)—law and Policy 59
  • 6: Part I(A)(2)—law and Policy 81
  • Part I 97
  • 7: Part I(B)—impact of Law and Policy 99
  • Part II 119
  • 8: Part Ii—introduction and Country Studies (Category A) 121
  • 9: Part Ii—country Studies (Category B) and the Icrc 151
  • Part III 167
  • 10: Conclusion 169
  • Appendices 177
  • Appendix 1: Captured Child Soldiers in Non-International and in International Armed Conflict 1 179
  • Appendix 2: Civil-Military Cooperation 187
  • Appendix 3: Charts 191
  • Appendix 4: 'Background Notes' to Country Studies—category (A) and Category (B) 215
  • Appendix 5: Sample Training Materials 239
  • Appendix 6: Summary 263
  • Bibliography 271
  • Index 289
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