How can external agencies help rebuild education systems in countries that have experienced war, natural disaster, or political and economic upheaval? Depending on the severity of the situation, educational provision will suffer some degree of uncertainty and disruption. Problems such as decimated school premises, a dispersed work force, trauma, or ethnic division, will be top of the agenda. Researchers from the University of Oxford have examined work now being carried out by aid agencies and nongovernmental organisations (NGOs) in a wide spectrum of countries that have suffered a crisis situation. It emerged that education can play a major role in peaceful long-term development particularly in ending the legacy of violence or encouraging respect for different cultures.

Prior to the outbreak of war in Bosnia, the education system was relatively well-developed. So too, Rwanda was regarded as one of Africa's educational achievements. But war has destroyed many school buildings and teaching materials; schooling was interrupted; and a number of teachers left the country. The fighting in both countries has also caused wide-spread trauma amongst children who witnessed shelling and atrocities, or who have been orphaned. But a particular problem faced by Rwandans is attempting to free their new education system from ethnic prejudice. The genocide has left deep psychological scars on many children, exacerbated by the fact that some teachers were involved in the killings.

Physical reconstruction can be one of the most obvious and pressing needs, such as rebuilding school buildings and replacing basic school furniture such as tables, chairs, and blackboards. Conflict can also cause a diverse range of psychological problems, from demoralisation to severe trauma. Schools can help by encouraging children to express trauma through art, creative writing, or drama. Other areas of priority for reconstruction include the following.

• School curricula: in post-crisis situations, there will often be a need to re-examine what is taught in schools in the light of children's recent experiences, and to distribute or even revise and rewrite textbooks.
• Human resources: socio-economic upheaval and conflict can lead to the exodus of teachers and academics to foreign countries.
• Population: civil unrest and natural disaster can affect demography, leading to the displacement of millions. Education for refugees can help foster a sense of community and give hope for the future.
• Democracy: ideological reconstruction involves the promotion of a democratic process through education.

Recommendations for policy change include suggestions that :

• Agencies plan for intervention before an emergency situation takes place.
• Education encourage respect for other cultures, religions, and backgrounds, and help children question violent means of settling conflicts.
• Retraining teachers could help them adapt to problems thrown up by a crisis.
• Psychological support for teachers may be particularly useful.
• Retired teachers, students, community leaders, and exiles be recruited to boost numbers of available teachers.
• Agencies work with governments to encourage support at a local and an institutional level.
• Exhaustive attempts be made to clear landmines from areas close to schools.

Source(s):
'Education for Reconstruction', Centre for Comparative Studies in Education, University of Oxford Department of Educational Studies, by Nina Arnhold et al, 1996

Funded by: DFID Education Division

id21 Research Highlight: 18 June 1999

Further Information:
David Phillips
University of Oxford
University of Oxford
Department of Educational Studies
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Oxford OX2 6PY
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Tel: +44 (0)1865 274 024
Fax: +(44) (0)1865 274 027
Contact the contributor: david.phillips@edstud.ox.ac.uk

University of Oxford

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