Transcript Slide 1

Education, Conflict and Peacebuilding
Alan Smith
University of Ulster
[email protected]
Oslo
31 October 2013
© UNICEF/NYHQ2008-1016/Christine Nesbitt
Kinkole Primary school near Kinshasa, DRC
EFA Global Monitoring Report (2011)
Conflict is a major
barrier to achieving
Education for All
28.5 million – 50% of
all out of school
children live in fragile
and conflict affected
countries
Education - the ‘poor neighbour’ in humanitarian aid
Humanitarian aid
US$ Million
1.4%
4000
Requested amount
3500
Education received
only 1.4% of all
Ffunding –down
from 2%. In 2009
Funding received
3000
2500
2000
1500
And has the smallest share of request
funded
1000
500
0
Food
Health
Multi -sector Shelter and Coordination
non-food
and support
items
services
Water and
sanitation
Agriculture
Economic
Protection, Education Mine action
recovery and human rights,
infrastructure rule of law
Aid: large shortfalls, future concerns
Donors vary widely in their commitment to basic education
Total aid to education
- Imputed cost
- Other levels
= Basic education
IDA
EC
UNICEF
AfDF
Netherlands
United States
United Kingdom
Norway
Spain
Canada
Japan
France
Germany
Sweden
Australia
Ireland
Denmark
Belgium
Italy
0
200
400
600
800
1000
1200
1400
1600
Aid disbursements (constant 2008 US$ millions)
1800
2000
Constant 2008 US$ millions
Reconstructing education – donor support
Liberia
500
Peace
Agreement
450
Humanitarian aid
Development aid
(2003)
400
350
300
250
200
150
100
50
0
1997-1998
1999-2000
2001-2002
2003-2004
2005-2006
Constant 2008 US$ millions
Sierra Leone
500
450
400
Official
Declaration of
end of war
(2002)
350
300
250
200
150
100
50
0
1997-1998
1999-2000
2001-2002
2003-2004
2005-2006
 Sierra Leone
received more
support in the form
of long-term
development aid,
allowing for more
predictable support
for education
Children in conflict-affected countries
Globally 57 million out of school
28.5 million (50%) primary school
age children out of school in
countries affected by conflict.
Under-5 Mortality rate
0
50
100
Per 1,000 births
150
Stunting
50%
0
Non-conflict affected
Conflict-affected
20
%
40
60
Population aged 17-22 with fewer than 2 years of education
Conflict reinforces inequality – North Kivu, DRC
D. R. Congo
40
%
North
Kivu
Poorest
20% female
Poorest
20% male
30
%
20
%
10
%
0%
Richest 20%
male
 The Kivus have around 1.3
million displaced people
 Poor males face a three
times higher risk of spending
less than 2 years in school
 One half of poor females
have less than two years of
education
Military spending diverts finance from education

21 of the world’s
poorest developing
countries that spend
more on military
budgets than primary
education

10% of their military
spending could put
9.5 million children
into school
Pakistan
Angola
Chad
Guinea - Bissau
Afghanistan
Kyrgyzstan
Burundi
Mauritania
D. R. Congo
Bangladesh
Ethiopia
Togo
Yemen
Uganda
Vietnam
Burkina Faso
Mali
Nepal
Sierra Leone
Cambodia
C. A. R.
Gambia
Cote d'Ivoire
Madagascar
Kenya
Senegal
U. R. Tanzania
0 1 2 3 4 5 6 7 8
Ratio of military to primary
education expenditure
Six days of military spending could close the EFA gap
US$1029 billion
Total annual military spending by
rich countries
6
number of days of
military spending
needed to close
the EFA funding
gap
Three discourses on the role of education
 Education in emergencies
(humanitarian response)
 Conflict sensitive education
(do no harm)
 Education and peacebuilding
(conflict transformation)
Education as a humanitarian response
Analysis
•Conflict has
disrupted the right
to education
•Attacks on
children, education
personnel and
infrastructure may
be taking place
Theories of change
• Protection of children and
personnel will limit hurt and
damage from violent conflict
thereby improving prospects of
recovery following violence
Education Programming
•Emergency-relief programmes
•Child protection, registration
•Landmine awareness
•Refugee and IDP education
•Schools as safe places, zones
• Maintenance or early recovery of
of peace
education can provide life
•DDR linked to education
(saving) skills, psychosocial
support, and help restore stability •Education former combatants
and victims of violence
• Education can assist with
•Accelerated learning programs
reintegration of displaced, former
combatants and provide catch up •Knowledge generation and
advocacy related to above
education that will increase
capacity of society to recover
• Restoration of education can
represent a peace dividend,
restore confidence in social order
Conflict sensitive education systems
Recurring themes in conflict affected countries
1. Governance and control of education , role of education in state-building and the
tensions this may create with concepts of nation-building and peace-building,
political influence in appointments, influence of curriculum ….
2. Administration – reflected in equity issues: inputs (resources), processes (inclusion);
outputs (attainment) and the need for disaggregated data on these issues
3. Structures – is schooling promoting shared or separate education?
4. Role of education in identity formation and implications for:

Faith-based education

Teacher education provision

Language policies

Curriculum (particularly ‘national subjects’, history, culture)

Textbooks, resources

Peace education, human rights, civic and citizenship

Does education have a role in truth and reconciliation?

Youth engagement as a strategy for protection against conflict?
Visit the Inter Agency
Network on Education in
Emergencies (INEE)
Education for peacebuilding
 Emphasis on transformation
and peace dividends
 UN model of peacebuilding
(liberal peace thesis)
 ‘Peacebuilding logic’ implications in terms of
conflict analysis,
change theories,
programme priorities,
monitoring and evaluation
Education and peacebuilding ‘transformations’
Transformation Peacebuilding challenge
Security
A safe and secure society, free from intimidation and violence
and subject to the rule of law
Political
Credible political structures and processes for participation in
decision-making as an alternative to violence
Economic
An economy that provides equitable and sustainable
livelihoods
Environment and Equitable and sustainable ways of managing the
natural
environment and natural resources
resources
Social relations that respect diversity and lead to more trust,
Social, cultural
equity, inclusion, and commitment to non-violence
Three overlapping discourses on the role of education
 Education in emergencies
(humanitarian response)
 Conflict sensitive education
(do no harm)
 Education and peacebuilding
(transformation)