The return to peace after conflict offers an opportunity to build a better future for the next generation. Transforming education systems is often at the heart of reconstruction programmes. This study for the World Bank aims to understand why the success of educational reform varies in post-conflict societies. It focuses on El Salvador, Guatemala and Nicaragua – three Central American countries that faced violent internal conflicts during the 1980s.
Whilst the conflicts in the selected countries do differ in many ways, they were chosen because they all embarked on post-conflict education reform programmes, albeit with varied outcomes. Overall, reforms have made a positive impact, boosting enrolment and literacy. Education has become more participatory, with communities now involved in running schools. Increased funding has been made available for primary education in rural areas and bilingual teaching. El Salvador has made greater progress than the other two countries. This is perhaps because a national consensus was reached on the importance and priority of reforms, and there was firm support from the government and donors. In Guatemala and Nicaragua, the reform vision was less clear and political commitment weaker, resulting in lower levels of co-ordination, funding and support.
General lessons can be drawn from the experiences of these Central American countries. In each country the conflict had a similar effect on national education systems:
- Education services for the poor were hit hardest by the fighting, which had a severe impact on rural areas and indigenous communities.
- During the conflicts education became politicised as the warring factions used schools to spread ideology and universities took sides.
- Education spending fell as defence spending rose. In the wake of the conflicts, education spending increased, but remained insufficient to sustain reforms.
- The conflicts brought previously taboo issues out into the open, including inequality, racial and cultural discrimination. Education reforms have attempted to address some of these.
- War also underlined the importance of decentralising education and enabling community-based management of schools. This approach has been particularly successful in El Salvador.
The experience of these three countries offers some lessons for other post-conflict countries that have a brief window of opportunity to push through reform. The report offers a detailed list of recommendations, including:
- Do develop a clear vision of education reform, backed by strong political commitment. Build a broad consensus and de-politicise education systems.
- Do start technical preparation (including a thorough analysis of needs and costs) as early as possible, even before conflict ends. Target education spending at the poorest groups.
- Do decentralise education systems and involve communities. Transfer resources to the local level, and modernise and decentralise the education ministry.
- Do not put unreasonable demands on the education system to the detriment of basic, essential goals.
- Do not disregard the achievements of previous administrations, whatever their politics.
- Do not try to implement reforms before consulting people on the ground.
- Do not push through projects that are financially unsustainable or poorly planned.
- Do not create conflict and fragmentation within the education system, or overlook the importance of well-qualified, motivated teachers.
