Most research into education and conflict focuses on the school system rather than on children. The general failure of educationalists to engage with the reality of children’s lives has serious implications for the timing, design and evaluation of educational initiatives.…
UNHCR is committed to realising the right to free and safe quality education for refugees but funding is limited and education has not been included in the Cluster Approach.[1] “We thank you for helping us giving us food, shelter, medicines…
The term ‘education in emergencies’ can be misleading, conjuring up images of tent schools, copybook distributions and other interim measures to keep schooling going during crises. However, for those working in this new and emerging field, the term generally serves…
Schooling potentially contributes to conflict by reproducing or hardening inequality, exclusion, social polarisation, ethnic/religious identities, aggressive masculinity, fear and militarism. Schools may legitimate inequality and act to suppress action to challenge it. Schools engage in ‘war education’ through supporting or…
The Fragile States Group within the Development Assistance Committee (DAC)[1] of the Organisation for Economic Cooperation and Development is working to advise donors on provision of education (and other) services in ‘fragile states’. The Fragile States Group brings together experts…
Education systems are complex and shaped by a country’s economic, social and political history. The various education curricula and textbooks employed in Afghanistan mirror the country’s turbulent political development. In the 1970s the Daoud government promoted its claim to annex…
Conflict is a major obstacle to the development of education in Africa and is a problem that deserves to be more clearly identified. There is only limited literature. We urgently need more research and wider understanding of the role of…
The Women’s Commission for Refugee Women and Children is dedicated to ensuring that all children and youth, particularly young refugees and IDPs, have access to quality, appropriate education both during and after displacement.[1] The Women’s Commission introduced the Global Survey…
Northern Ireland’s Good Friday Agreement of 1998 called for “initiatives to facilitate and encourage integrated education” but progress has been painfully slow. Only 5% of the total school population are in integrated schools (those bringing together students and staff from…
UNHCR’s leading role with refugees in countries of asylum is not in doubt. However, when refugees return to their countries of origin – which are often trying to recover from the devastation of war – donors do not agree on…