Transcript Capacity Development for Education Systems in Fragile Contexts

Capacity Development for
Education Systems in Fragile
Contexts
Lynn Davies
Centre for International Education and Research, University of Birmingham in
collaboration with the European Training Foundation (ETF) and Deutsche
Gesellschaft für technische Zusammenarbeit (GTZ)
Outline
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The fragility debate
Education issues in fragile contexts
Dimensions of CD improvement
Choices in state-building
Roles and positioning of donors
Ways forward at country, regional
and global level
Category
Scenario
Arrested development
Prolonged crisis or impasse; stagnation
with low levels of effectiveness and
legitimacy
Deterioration
Declining levels of governance
effectiveness leading to lower legitimacy,
rising risk of violence or collapse
Post-conflict transition
Low levels of effectiveness, transitory
legitimacy, recent violence, humanitarian
crisis
Early recovery
Gradual improvement; rising levels of
effectiveness and legitimacy, declining
aid needs, emergence from conflict or
other crises
Declining
Stabilising
Features of fragility
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Deficits in governance
Inability to maintain security
Inability to meet essential needs
Polarisation of identities
Opaque decision making
Erosion of people’s trust in
government and its institutions
Two key gaps in fragile contexts
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Lack of capacity (territorial control
and presence; competence in
economic and administrative
management)
Lack of political will to perform
key functions for human welfare
NB: Capacity development is about
both of these
Education issues in fragile contexts
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Legitimacy of the state and state
institutions – competing goals for
education
Extremes of inequality and inequity
Education governance, corruption
Conflict and security: the
contribution of education to both
Dimensions of CD ‘improvement’
Individual officers
Organisational
Performance
Workplace
culture
Social, economic and
political context
Which dimension to tackle?
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Organisational change (regulation,
efficiency, budgeting, hiring of staff, job
descriptions, decentralisation)
Institutional change (hidden cultures of
work and relationships,
deference/authority patterns, nepotism,
‘allowance cultures’)
Dis/enabling environment (political will,
ethnic/religious tensions, community
contestation, corruption)
State-building
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Increasing difficulty as move from
individual CD to political CD, but crucial
that ‘outer layer’ is not ignored
State building has to be the major task
CD is thus about delicate choices and
combinations of dimension
CD choices are also about which sector
to focus on
Building of social capital equally
important to human/economic capital
STATE
ADMINISTRATIVE SYSTEMS
EDUCATION INSTITUTIONS
Aim: Ministry of
Education
efficiency and
transparency
Aim: Locality
efficiency and
transparency
Aim: Trust and
participation in
government; social
capital
Aim: Building
human capital
Regulation
Accountability
Planning and
policy making
Financial
management
Information flows
Market analysis
Monitoring and
evaluation
Local planning
Regulation
Citizen or
community
participation and
ownership of
education
Accountability
Innovation
Political literacy
Citizenship education
Legal education
Media education
Human rights
education
Corruption education
Non-violence
Empowerment of
females
Literacy
Generic technical
skills
Professionalism
Problem-solving
Entrepreneurship
Health education
Specific vocational
training
Administrative sites for CD
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Planning realistic national policies
Drawing up workable regulatory
and legal frameworks for schools
Mechanisms for accountability,
information flows
Independent Service Authorities?
Building local capacity and
leadership, child-friendly
schools/community initiatives
Educational sites for CD
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Teacher professional development
(pedagogy, professionalism, nonviolence, incentives)
Curriculum development (Disaster
Risk Reduction, history, citizenship,
rights, entrepreneurship)
Skills and capital (youth, vocational
education, women, adult literacy)
Roles and positioning of donors
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Methodological responses:
Principles; processes; levels;
entry points; assessment tools
Building back better, spaces for
intervention
2. Choices around donor alignment
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Systems and policy alignment
Systems alignment (where
governments lack legitimacy)
Policy alignment (where institutions
have disintegrated, but government
have embarked on reforms)
Shadow alignment (institutional and
political breakdown advanced)
3. Working with non-state actors
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‘Representatives’ of civil society,
change agents, unions, scholars,
journalists, NGOs
But may be conflict between
stakeholders; religion versus
secular forces; capital versus rural
areas; legitimacy of NGOs
CD for opposition groups?
Ways forward 1: Country level
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Analysis, identifying fragile
characteristics and how education
intervention and education CD
might tackle them
Standards, indicators and
monitoring, for example of safe
schools, non-violence, peacebuilding, vocational education
Issue based CD across levels
Fragile
feature
Central level
CD
Creating
e.g.Inter education policy
for ethnic and
-group
religious
conflict
harmony
• Conflict
analysis
• Monitoring and
evaluation of
peace education
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Local level CD
Teacher CD
Civic education
in schools and
HE
• Child-friendly
schools
•Training of
disadvantaged or
minority groups
in school
governance
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Civic education
•Teaching
controversial
issues
•Conflict
resolution
•Inclusive
education
Issue based CD across levels
Fragile
feature
Lack of
government
legitimacy
and public
disengage
-ment
Central level
CD
Understanding
of democratic
governance
Realistic
target setting
Local level CD
Demands for, Education
and use of
for
information
democracy
flows
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Equitable
financing
formulae
Teacher CD
Citizen
feedback
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Voter
education
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Media
education
Ways forward 2: Regional level
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CD in dealing with refugees, crossborder movements, ex-combatants,
labour migration, accreditation
Establishing and supporting regional
networks
Regional initiatives can address
national issues in a less politically
sensitive way
Ways forward 3: Global level
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Global networks
Minimum Standards
Cluster approaches
CD in working with international
organisations
Networks of ‘experts’ in CD?
FTI, global conditionalities?
Conclusions
Principles: More sustainable CD needs:
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Honest analyses of fragility across all
dimensions – and existing capacity
Initiatives linked to target of breaking
cycles and amplifications of fragility and
restoring core state functions; coherence
Recognition that CD is socialpsychological, not just systems, about
behaviour, status and survival, agendas
Targeting people who can effect change
Having indicators of success, m&e, linked
to wider state-building indicators;
research.
Areas for action
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Tackling regulation, but also
workplace culture
CD for those in youth employment,
women’s groups etc, but also labour
market analysis
CD for teachers must include how to
promote political literacy, media
analysis and dealing with
controversial issues
Areas for reflection: 1
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Which dimensions, focus points,
stakeholders, methodological
responses?
How to put into place a research
programme?
How can regulation of educational
institutions be improved? Should
there be new regulatory bodies?
Areas for reflection: 2
4. What are long and short term indicators
of success in CD for state-building?
5. Could cross-sectoral CD be more effective
than just education?
6. How can incentives be assured for
recipients of CD – people and
governments?
7. Should FTI be extended to fragile states?
Who owns CD?