Having just returned from a workshop in Bulawayo (Zimbabwe) it is frightening to see a respected Education System slip into chaos through a relatively sudden economic ‘meltdown’ (as it was termed by participants during the workshop). The new INEE and Fragility newsletter keeps us up to date with everything new in this important area.
“The ‘highly educated’ are just as capable of turning to violence as the ‘uneducated’, and this emphasizes the need to look more closely at the type of education that is on offer and the values and attitudes it is promoting. Simply providing education does not ensure peace.”
~Smith and Vaux (2003), Education, Conflict, and International Development, DfID, London
Education and Fragility – new INEE newsletter
The new newsletter from INEE contains information and resources of interest and relevance to those working in education in fragile and conflict affected contexts. It includes resources related to education, peace building and fragility; as well as information about programs that INEE member organizations are developing, and updates of the INEE Working Group (WG) on Education and Fragility.
Working Group Corner
(Morten Sigsgaard)This discussion paper, which was published by Education Above All (EAA) and was prepared in consultation with the INEE Working Group on Education and Fragility, focuses on conflict-sensitivity in relation to national education policy and planning in conflict-affected and fragile states. It reviews core issues of conflict-sensitive access, content and protection, while also stressing that conflict-sensitivity should be a cross-cutting issue in all education policy development and planning in at-risk settings.Key recommendations include:(A) Mobilizing political will and capacity to make education conflict-sensitive. This includes conflict analysis focused on the role of education, and getting high level political support for conflict-sensitive approaches.
(B) Promoting equitable access to all levels of education. Conflict analysis and geographical mapping can show that some ethnic or other groups do not have equitable access to educational opportunity. Equitable access is needed for each level of education.
(C) Making curriculum, teaching and language conflict-sensitive. The content of education must be cleansed of bias and should actively support the building of a peaceful and harmonious society.
(D) Strengthening emergency preparedness including protecting education from attack. Reference is made here to the GCPEA study on field-based responses, as well as education for former child soldiers and other ex-combatants, and the importance of preparedness.
(E) Responding to other key issues identified in the national conflict analysis process, such as the adverse effect of corruption or ‘shadow governance’ on certain social groups, pros and cons of decentralisation, and policies for refugee education.”
This discussion paper is available here.
Governance assessment methodologies are applied by donor countries or organisations wanting to assess the state of affairs in countries in conflict, and fragile countries, to guide strategic choices on intervention, or to identify the key stakeholders with whom they could engage. This publication by the U.N. Development Programme aims to provide a representative catalogue of governance assessments and measurements initiatives conducted in conflict/fragile countries and territories. It attempts to give an insight into the scope and breadth of both UN and non-UN initiatives carried out over the last decade (2000 – 2010). In this regard, it is by no means meant as an exhaustive list but rather as a collection of noteworthy methodologies and individual initiatives from which some how-to lessons on the conduct of country-led governance assessments in conflict fragile environments can be drawn.
Click here to access this publication.
(Pearson’s Michael Barber on BBC’s HARDtalk)The United Nations had hoped that by 2015 every child would be able to go to primary school. But the last time they reported on progress to that goal they said 69 million children were still not getting an education – most of those in sub-Saharan Africa. Michael Barber has advised governments around the world about education. He’s now working for the international company Pearson. It recently announced it would invest millions in private schools for the world’s poorest families, in an attempt to demonstrate that for-profit education can provide high quality at a low cost to poor people across the developing world. Is that the right way to tackle the problem or could it undermine what governments are trying to do?Click here to listen to this podcast that was aired on the BBC World Service’s HARDtalk on 13 August 2012.