Equity in service delivery is essential in conflict contexts and perceptions of distributive bias can contribute to tensions (Slater et al., 2012). McCandless (2012, p. 9) emphasises that ‘if administrative and social services are not administered and delivered in a conflict sensitive manner, they can do more harm than good by reinforcing the horizontal inequalities that triggered conflict in the first place’. Conflict insensitive education policies, for example, can create or exacerbate inter-group tensions through unequal education (and associated employment) opportunities and divisive curriculum content (Sigsgaard, 2012).
At a minimum, actors involved in education policy and programming should be aware of how their interventions may affect social tensions and ensure, for example, that new programmes do not favour one side of the conflict. Conflict sensitive programming that also aims to transform conflict and contribute to peacebuilding could include provision of civic education.
Inclusive, conflict sensitive water delivery in Uganda
Adopting a conflict sensitive approach in the design and implementation of two water projects in Kasese and Arua districts prevented the potential for violence. The process involved collaboration between civil society organisations and government authorities; and capacity building on conflict sensitivity and dialogue. This allowed for greater transparency and proactive identification and resolution of problems. Beneficiaries were also able to discuss issues dividing them and agree on ways in which the water projects could benefit everybody. In Kasese, the scheme was enlarged in order to ensure a larger number of residents were included (CECORE, REDROC, Saferworld, & YODEO, 2008).
See also the section on service delivery in conflict and fragile contexts in the GSDRC topic guide on service delivery.
Key texts
McCandless, E. (2012). Peace dividends: contributions of administrative and social services to peacebuilding. New York: United Nations Peacebuilding Support Office
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Slater, R., Mallett, R., & Carpenter, S. (2012). Social protection and basic services in fragile and conflict-affected situations. Secure livelihoods research consortium. London:ODI
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Sector resources and case studies
Inter-agency Network for Education in Emergencies. (2013). INEE guidance note on conflict sensitive education.
New York: INEE.
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Sigsgaard, Morten. (2012). Conflict-sensitive education policy: a preliminary review. Doha: EAA.
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CECORE, REDROC, Saferworld, & YODEO . (2008). Water and conflict: making water delivery conflict-sensitive in Uganda. London: Saferworld.
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Rodriguez-Garcia, R., Macinko, J., Solórzano, X., & Schlesser, M. (2001). How can health serve as a bridge for peace? Washington, DC: USAID.
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Skinner, H. A. and Sriharan, A. (2007). Building cooperation through health initiatives: and Arab and Israeli case study. Conflict and Health, 1(8), doi:10.1186/1752-1505-1-8
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WHO. Health as bridge for peace. Geneva: World Health Organisation (WHO).
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