This report examines experiences in providing educational aid to young people in fragile situations. The study analyses experiences with three different, yet overlapping forms of education supported by a variety of multilateral and bilateral donors and agencies, as well as NGOs: secondary schooling, accelerated learning/second chance education, and vocational/technical skills education. The research has been directed by the following objectives:
- Assessing the impact of educational interventions for youth (specifically formal secondary schooling, second chance/accelerated learning and vocational training) in preparing for and ensuring work and income opportunities, as well as further education.
- Assessing educational interventions in terms of their ability to reduce violence, challenge the inequalities underpinning conflicts and creating new values, ideals and social relations.
- Based on the above, discussing what practices support peace–making, state-building and young people’s involvement in these processes.
Based on the academic literature, reviews and evaluations, secondary literature and expert and practitioner interviews, the report discusses the available impact documentation and the main lessons learned from educational programmes aimed at young people in fragile situations. Main findings and implications for donors are the following:
- Youth and education are severely affected in situations of fragility, especially in conflict, and both are seen as main agents and arenas for people’s hopes and aspirations for better livelihoods, peace and development. With immense unemployment, insecure livelihoods and unpredictable political transitions in many fragile states, governments and donors are arguing the need to train and educate young people as tomorrows’ citizens. There is a fear of destructive and violent reactions from a growing number of young people who lack opportunities to secure their livelihoods, reintegrate into social life and contribute to their societies.
- At a general level, the report identifies a need for plentiful and long-term funding. Aid to youth education has been seriously under-prioritised in fragile situations, though the available documentation reveals that youth education can positively impact livelihoods, peace and development.
- Nonetheless, insufficient funding, scattered programmes and short-term interventions are limiting the positive impacts. Besides increased funding, there is a need for donors to pay attention to bridging the humanitarian–development gap. Education was until recently outside the realm of humanitarian work.
- Several humanitarian organisations have now acquired good levels of experience, but they work short-term, and there is a lack of connection to the long-term development work of which education has to be a part. Good practices are emerging, and donors should ensure and strengthen coordination and cooperation, as well as pooled funding, which has produced better alignment and more sustainable interventions.
- It is now possible for donors to use the New Deal as a basis for providing support to youth education in fragile situations, to direct funding through the Global Partnership for Education and to support the Education Cluster to ensure that the different implementing organisations coordinate with each other and align with government priorities.
- Currently, the International Network for Education in Emergencies (INEE) has emerged as a global best practice in ensuring coordination, providing qualified advice and producing documentation regarding education in fragile situations. In several countries, national, context-specific versions of the INEE Minimum Standards have been formulated to ensure that general lessons learned are directed to benefiting context-specific practice.
