Is it possible for countries affected by conflict to meet the Education for All goals adopted in 2000 in Dakar? Clearly, with the current set of policies, it is not. What are the challenges to be met? What are the steps that must be taken? This working paper, published by the World Bank’s Conflict Prevention and Reconstruction Unit, examines the impact of war on children and education systems and analyses potential policy responses to help the affected countries.
By the end of 2000 there were an estimated 18 million children labelled as forced migrants (refugees, asylum seekers or internally displaced) as a consequence of conflict and war. Education can play a key role in improving the lives of children in conflict situations. It can contribute to psychosocial recovery, stability and the inculcation of values and skills for building and maintaining peace. Despite this widely held belief regarding the benefits that education can provide, there has been a limited response from donors, international agencies and governments to provide education during or immediately following the end of conflict.
Challenges in providing education in a post-conflict environment include:
- There is limited information and analysis available regarding the provision of education in emergency and conflict situations. Also, emergency education and its impact have not been properly evaluated.
- Education is still seen by many donors and humanitarian agencies, as a luxury in war times.
- There is a risk that the perpetrators of war will use schools and education as a means to disseminate their values, potentially reinforcing the roots of conflict.
- Teacher’s training and salaries, curricula development, infrastructure and materials availability are key problems that international agencies and governments have to face during and soon after conflict.
- Outside refugee camps, it is communities who take the responsibility of organising emergency education.
- Governments involved in conflict are too weak or negligent to develop and implement education policies.
- Adequate planning and policy development need to be in place in times of peace, to improve the quality of emergency responses and post-war reconstruction efforts.
Key recommendations for donors to support and expand emergency education are:
- Enhance commitment and investment. The psychosocial dimension of emergency education, its community-based and flexible nature, and the importance of conflict-resolving measures need to be recognised.
- Work directly with governments affected by or involved in war. Donors, NGOs, international agencies and governments need to develop coherent approaches.
- Support teacher training, with emphasis on participatory methods and psychosocial skills. Teachers remain at the centre of education provision before, during and in post-war periods.
- Understand that war defines a new educational setting that requires new policies. Psychosocial interventions to encourage resilience and allow children to learn are essential.
- Ensure protection for all children. Special attention should be provided to girls against sexual violence and exploitation when attending school.
- Promote research to further understand the dynamics of education during times of war. Also, evaluation of previous experiences should be promoted to help identify what does and does not work.
