The devastation and chaos left behind by conflict has dramatically slowed the ability of war-torn countries to reach the Education for All (EFA) goals. This is especially true for girls. This research examines which programmes and policies can begin to help countries engulfed by war arrive at EFA objectives, and addresses the roles international actors need to play to support this process.

Schooling for children affected by conflict can become a psychological support, and a step on the road to recovery. Unfortunately, however, war not only keeps children from education but also undermines education systems. In Burundi and the Congo, two of the countries and territories analysed, overall school enrolment has dropped as much as 50 percent during the recent conflict years.

Getting children in schools, and staying in them, is a huge challenge in part because:

• Many young people are be recruited into armies, militias, and support units, are in hiding or are on the move.
• War changes the social and economic roles of many children as they assume roles normally performed by adults.
• Girls often face increased sexual abuse and exploitation when they try to attend schools.
• Teachers are often badly paid, may be traumatised themselves, and usually lack adequate teaching resources.
• Governments involved in war may use it as a tool to indoctrinate children.

A further challenge can surface from conflicts between the roles and aims of non-governmental organisations (NGOs), international NGOs, governments, and bilateral and multilateral agencies engaged in the support of education. Indeed, international intervention runs the risk of undermining the capacity of governments and national NGOs to provide education. Since the Education for All goals were adopted in Dakar in 2000, co-ordination among international and national education agencies has improved. Yet, in many cases, the roles of key actors in education and other sectors are mainly determined by the assertiveness, capacity, and successful manoeuvring of the agencies involved.

Education provision in conflict affected areas also tends to:

• focus on camps rather than urban refugees and internally displaced persons (IDPs)
• focus on primary education
• not be adequately evaluated
• undervalue the development of pre-emergency contingency plans in advance of conflict.

Education is a vital source of support for young people before, during, and after conflict. However, to help education fulfil its potential, international humanitarian and development agencies need to:

• commit to and invest in education
• work with governments directly affected by or involved in war
• provide emotional and material support for teachers
• recognise new educational needs, such as psycho-social support for children
• consider the specific needs of girls and adolescent boys
• conduct more research on the lives of children and youth not in school, including their educational needs and what makes for successful programmes.

Source(s):
'Children, education and war: Reaching Education For All (EFA) objectives in countries affected by conflict', Conflict Prevention and Reconstruction Unit, The World Bank and Education Team, Human Development Network, Working Paper No.1, by Marc Sommers June 2002

Funded by: World Bank Human Development Network

id21 Research Highlight: 2 August 2005

Further Information:
Marc Sommers
African Studies Center
Boston University
270 Bay State Road
Boston, Massachusetts 02215
USA

Contact the contributor: msommers@bu.edu

African Studies Center, Boston University, USA

Other related links:
'Progress to gender equality in education'

'The impact of conflict on women: the case of Somalia'

'Rebuilding education in Kosovo'

'Post-conflict education: what are the prospects for co-ordination and local ownership?'