Gespeichert in:
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| Format: | Recurso digital |
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| Veröffentlicht: |
Zenodo
2026
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| Schlagworte: | |
| Online-Zugang: | https://doi.org/10.5281/zenodo.19762909 |
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Inhaltsangabe:
- <p>This work presents a comprehensive, evidence-based framework for safeguarding students and educational institutions in conflict-sensitive environments in the Philippines. It addresses the dual risk of <strong>recruitment or infiltration by armed groups</strong> and <strong>misclassification through red-tagging, rumor, or propaganda</strong>, which together threaten student safety, civil liberties, and the integrity of education systems.</p> <p>Integrating the <strong>Integrated Biblical–Strategic Framework (IBSF)</strong>, the <strong>Policy Review & Governance Evaluation Module (PRGEM)</strong>, and the <strong>Case Mapping System (CMS)</strong>, the study develops a <strong>Dual-Protection Model</strong> that aligns government action and school-based systems with constitutional rights and international humanitarian principles. The framework operationalizes safeguards such as evidence-based classification, due process, independent review of incidents, and clear protocols for engaging external organizations in schools. It also introduces institutional components including student safeguarding desks, external speaker vetting policies, narrative literacy curricula, parent engagement systems, and reintegration pathways for at-risk youth.</p> <p>The paper problematizes common reasoning failures—guilt by association, pattern overextension, and violence-normalizing rhetoric—and demonstrates how these distortions can lead to civilian harm, erosion of trust, and policy failure. It emphasizes that <strong>security and rights are not competing goals</strong>: effective prevention requires both targeted enforcement against unlawful activity and strong protections against wrongful labeling and fear-based responses.</p> <p>Designed for policymakers, education leaders, security practitioners, and researchers, this work contributes a practical governance architecture for protecting students while preserving schools as spaces of learning, discernment, and dignity. It forms part of the broader <strong>MCA–IFS (Modular Cognitive–Analytical Integrated Framework System)</strong> and is suitable for institutional deployment, curriculum integration, and further validation under the VPS (Validation & Psychometrics System).</p>