Once conflict has ended in an African state, the need to reconstruct basic education becomes a priority. While post-conflict states share some common issues, they each attempt this reconstruction within a particular context. How can they incorporate different perspectives on issues critical to education reconstruction? What lessons can they learn in relation to funding, management and access, especially in relation to Alternative Basic Education (ABE)?

This study explores the perspectives of young people, parents, communities, governments, international agencies and international non-governmental organisations (INGOs) on what aspects are crucial for reconstructing education in particular contexts. Using detailed country studies from northern Uganda, southern Sudan and Somaliland, plus case studies from Namibia and the Eastern Cape in South Africa, it looks at lessons learned, with a particular focus on ABE.

The study found that there is a need to understand the particular contexts within which education reconstruction takes place in African countries emerging from conflict. Participants often bring contradictory views of key issues to the process of basic education reconstruction, and ABE in particular. There are a number of issues common to post-conflict reconstruction and these tend to be present in varying forms:

• an accepted understanding of the causes of the conflict
• the education system that was in place before the conflict
• the perception of young people’s role in the conflict and reconstruction process
• an understanding of vulnerability after conflict
• the choice of languages for instruction and accreditation.

In situations where the conflict was perceived as a ‘war of liberation’, the reconstruction of the education system is seen as a continuation of the liberation struggle. After an ‘insurgency’ or lengthy conflict, there is a perceived need to learn the lessons from the cause of the conflict to ensure it does not happen again.  

Issues that are crucial to policy and coordination after conflict are as follows:

• Emerging governments must establish a vision for the education system, in consultation with their citizens through community representatives, education experts, women’s groups, children, parents and teachers.
• Governments and communities need to take a strong leading role in directing INGOs and donors with regard to how they wish to establish their education system. INGOs and donors should be answerable to governments and communities in this task.
• Government ministries and agencies should share examples of good practice and quality programming to avoid any duplication of efforts. 
• Systems should be put in place to monitor the progress of programmes in terms of quantity and quality of education.
• In interim periods, the incoming government has only limited control over international agencies and INGOs and there is no established structure within which to work. At these times, appropriate ways of proceeding need to be identified. 

With regard to ABE in education reconstruction, the study found that:

• ABE is often forgotten in post-conflict states, despite the agreement that a critical component of sustaining peace is ensuring literacy and vocational training for young people who missed out on school.
• This is because the education needs of younger children of school age are given priority by emerging governments. This is partly due to pressure from communities for which this is a priority, and international agencies, which consider it critical for reaching the Education For All targets.
• Some creative ABE initiatives have been undertaken, mainly by INGOs and on a small scale.
• It is difficult to integrate ABE into the reconstruction of education, and to replicate and expand ABE initiatives.

The challenge is to identify initiatives that have worked and to find ways to expand these in the context of each individual country emerging from conflict. The research suggests that:

• A standard provision of ABE is not possible, as it would have to be adapted to the needs of disadvantaged groups in different situations.
• If existing good practice is to be built on and further initiatives encouraged, an understanding of local conflict and post-conflict priorities, and the pressure this creates for communities and the government, is required.
• There will then be a need to develop new and relevant strategies to share experience in ABE provision and to develop better mechanisms to adapt good practice to different situations, and to build on these.

Source(s):
‘Alternative Basic Education in African Countries: Emerging from Conflict; Issues of Policy, Co-ordination and Access’, UK Department for International Development Educational Papers 67, DFID: London, by Carolyne Dennis and Alicia Fentiman, 2007 (PDF) Full document.
Further details about this research project ‘Approaches to basic education in countries emerging from crisis’ Full document.

Funded by: The UK Department for International Development (DFID)

id21 Research Highlight: 24 March 2008

Further Information:
Carolyne Dennis
Africa Educational Trust
38 King Street
London WC2E 8JR
UK

Tel: +44 207 8313283
Fax: +44 207 2423265
Contact the contributor: c.dennis@africaeducationaltrust.org

Africa Educational Trust, London, UK

Alicia Fentiman
IRFOL
Von Hugel Institute
St Edmunds College
Cambridge CB3 0BN
UK

Tel: +44 1223 741844
Fax: +44 1223 741843
Contact the contributor: atj1@cam.ac.uk

International Research Foundation for Open Learning, Von Hügel Institute, St Edmund's College, Cambridge, UK

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

'Educating young people in emergencies'

'Lessons from the past, agendas for the future'