Professional Documents
Culture Documents
EDUCATION inAPPROACHES
COMMUNITY CONFLICT and
to TOTAL SANITATION
TRANSITION CONTEXTS
Case studies from the Democratic Republic of the Congo, Nepal and Southern Sudan
Field Notes is an evidence-based Divisional publication series, documenting good practices in innovative UNICEF program-
ming, policy and operations. Each Field Note focuses on one theme, contextualizing the topic within a discussion of major
issues, illustrating implementation in the field through case studies, and identifying good practices to inform UNICEF staff
and our partners.
Field Notes are produced by UNICEF’s Division of Policy and Practice in collaboration with UNICEF technical sections and
country offices where programming is being undertaken. The editors of the series are Ian Thorpe and David Stewart of the
Policy, Advocacy and Knowledge Management Section.
The designations in this Field Note do not imply an opinion of legal status of any country or territory, or of its authorities, or
the delineation of frontiers. While Field Notes outline UNICEF’s approach to programming and policy, statements in this docu-
ment do not imply or constitute official opinions or policy positions of either the United Nations or UNICEF.
Acknowledgements
This Field Note was prepared by: Colleen Galbraith (Policy, Advocacy and Knowledge Management) and Maria Agnese Gior-
dano (Evaluation Office), and produced by UNICEF’s Division of Policy and Practice in collaboration with the Evaluation Office.
Key data, information and materials were contributed by: Maria Agnese Giordano (Thematic Overview); Noel Ihebuzor,
Tracy Sprott and Elena Locatelli (Democratic Republic of Congo); Lieke van de Wiel and Hugh Delaney (Nepal); Charles Na-
bongo and John Tileyi Yuggu (Southern Sudan). Overall inputs from Ellen van Kalmthout (Education Section), Silvia De Giuli
(Evaluation Office) and Ian Thorpe (Division of Policy and Practice). Design support from Upasana Young.
email: LessonsLearned@unicef.org
www.unicef.org
EDUCATION in CONFLICT and
TRANSITION CONTEXTS
Case studies from the Democratic Republic of the Congo, Nepal and Southern Sudan
CONTENTS
4 Executive Summary
29 References
3
The Right to
Education ommunity Approaches toTotal Sanitation
Executive Summary
Children’s education is often disrupted during emergencies, whether
they are caused by armed conflict or natural disaster, and many children
never return to school when the emergency is over, significantly diminish-
ing their own opportunities and their country’s ability to break the cycle
of poverty and underdevelopment. Of the estimated 72 million primary
school-age children out of school worldwide, as many as 25 million live in
countries affected by conflict.1 Education is an important intervention in
emergencies, as it can provide physical, psychosocial and cognitive protec-
tion to children, and often remains a high priority for children and parents
even amidst emergencies. Re-establishing education in communities and
system-wide following a crisis can have an important stabilizing effect,
serve as a peace dividend in countries emerging from conflict and help
reduce disaster risk. Education also provides an essential foundation for
the realization of many other development goals.
education during and after conflicts and crises. The cases look at Schools
as Zones of Peace in Nepal, the Go to School Initiative in Southern Sudan
and school provision and capacity building interventions in the Demo-
cratic Republic of the Congo. UNICEF is committed to supporting conflict-
affected countries in establishing quality, relevant and equitable education
systems in order to realize the right of children and youth to education and
to promote more peaceful and just societies.
4 Executive Summary
Thematic Overview
© UNICEF Sudan
thematic overview 5
Because education is a core function of
the State (as duty-bearer) and a basic
service the State is responsible for
providing to its people,10 education is
often the most widespread and visible
institution in a country, present even
in the most remote regions.11 Educa-
tion can mitigate causes of conflict and
contribute to more just, peaceful and
prosperous societies.12
The critical importance of education cial development, while at the same time UNICEF, together with Save the Children,
providing necessary skills to increase co-leads the Education Cluster of the
in emergencies for children and for
their social and economic opportunities.8 Inter-Agency Standing Committee (IASC)
societies. for humanitarian assistance.14 The IASC
For children living in emergencies and Education also plays a critical role in Education Cluster provides inter-agency
transition contexts, access to safe, qual- the wider reconstruction of conflict-af- leadership for stakeholders working to
ity education is an important means fected societies. Establishing education strengthen systemic emergency pre-
of physical, psychosocial and cogni- at the community and system levels fol- paredness and response at global and
tive protection. Safe, structured places lowing a conflict can have an important country levels. The Education Cluster
for children to learn and play protect stabilizing effect. It can enhance social focuses on developing national and sub-
them from life-threatening risks such as cohesion, facilitate economic recovery national capacity and advocates integrat-
landmines, abduction and recruitment and contribute to building peace.9 Edu- ing disaster-risk reduction, preparedness,
by armed groups. Furthermore, continu- cation also underpins the realization of response and mitigation into national
ing education during emergencies can many other development goals, and as policies, plans and budgets. The cluster
minimize the negative effects of conflict such it needs to be central to post-crisis approach facilitates a coordinated re-
or crisis on children’s emotional and so- development efforts. sponse in emergency situations through
6 thematic overview
networks of education stakeholders on
the ground, and ensures collaboration
with other clusters, such as protection,
shelter, camp management and early
recovery.15
© UNICEF/NYHQ2006-0715/Georgina Cranston
Education are increasingly beginning to
lead education efforts during and after
emergencies with the support of the
international community.17
School-in-a-box kits contain basic minimum materials for about 40 primary school–age children and one teacher. For classes
of more than 40 students, a kit of ‘Extra materials’ can be ordered to cater for an additional 40 children. The contents are
designed to last for about 3 months.
thematic overview 7
who missed out on schooling, including lowing emergencies, during chronic ing the education system. To enable the
adolescents and young adults. crises (civil war, for example), and in education system to support increased
transitional and post-crisis contexts. At demand for education qualified and
Third phase: Supporting government in- the same time, it strengthens the capac- trained teachers, child-friendly learning
stitutions. In this phase, UNICEF works ity of Ministries of Education through spaces, infrastructure, learning materials
closely with government institutions to technical assistance with policy, guide- and institutional capacity are all required.
support their capacities so that they can lines and system development and Capacity building and support provided
take ownership of the reconstruction programme planning. These campaigns at the central level must be matched by
process. In conflict-affected situations, employ intense advocacy, communi- support at the community level, so that
it is often necessary to work on several cation and social mobilization efforts. education policies and strategies can be
fronts simultaneously. For example, in They are informed by the principle of understood and implemented in harmony
contexts with ongoing violence and in- ‘building back better’ and use the Child- across the system.
security, UNICEF adopts a two-pronged Friendly School model, underpinned by
approach to ensure children’s access to a human rights–based approach. These The case of Southern Sudan, among
quality education: It offers school- and campaigns are opportunities to mobilize many others, shows that if increased
community-level interventions, such resources and introduce innovations to enrolment is not accompanied by im-
proved educational quality and relevance,
as sustained ‘go to school’ campaigns, support relevant, high quality and inclu-
children will begin to drop out, since they
and supports government institutions in sive education in the long term.
and their parents do not see any reason
building the long- term resilience of the
to stay in school. In order to sustain
education system.19 UNICEF has gained extensive experi-
these initiatives, it is necessary to scale
ence in supporting national Ministries
up education provision to reach as many
of Education to mount these rolling
EXAMPLES IN ACTION campaigns in the aftermath of emer-
children as possible.
Child-friendly spaces/environments are an adaptation of the child-friendly school model for emergency settings. In emergen-
cies and their aftermath, child-friendly spaces promote physical and emotional security, social and cognitive development,
and health and nutrition in an integrated way. They also offer a gathering place for children and their families where other
programmatic services can be implemented. Such learning spaces need to become protected environments where pupils
and teachers can build resilience, heal and engage in self-expression.
Child friendly spaces have been established in many countries affected by armed conflict or natural disasters. First launched
in Kosovo in 2000, the Child-Friendly Spaces Initiative provided basic services to large numbers of Kosovar refugee children
and women. Since then, the concept has been adapted to respond to emergency conditions in Angola, Colombia, El Salva-
dor, Liberia, the North Caucasus region and Timor-Leste.
8 thematic overview
evaluation – they help protect and real- An innovative cross-border programme to link peace-building and education in
ize the right to education for hundreds
West Africa: Learning Along Borders for Living Across Boundaries (LAB4LAB)
of thousands of over-aged students.
The Mano River runs through Côte d’Ivoire, Guinea and Liberia. The disadvan-
Non-formal, complementary and taged border communities along the river have long been subject to conflict.
alternative education programmes. LAB4LAB seeks to use high-quality education with strong links to local commu-
These programmes promote access to nities as a catalyst to promote a new quality of life in these areas. The project is
primary and vocational education and, creating child-friendly and environmentally sustainable schools that also provide
less frequently, secondary education for other community facilities and services, such as water and sanitation, solar
disadvantaged groups, including inter- power, information technology and community radio. Schools are being built
nally displaced young people, ex-child on both sides of the border so that neighbouring countries are linked by quality
soldiers, ex-combatants, girls and older institutions rather than by deprivation and grievance. The close links between the
out-of-school youths, particularly those schools and their communities are expected to foster pride, a new sense of de-
in post-conflict situations. In these velopment possibilities and better connection to their governments. In this way,
contexts, there may not be sufficient affected communities can turn their attention to development activities rather
capacity or political will to meet the than continue to be incubators of national and cross-border conflict.
needs of children whose education has
been disrupted by a conflict or natural Stakeholders, including policy makers, school managers, teachers and supervisors,
disaster.23 are included from the start in all phases of the reflection process, the articulation of
educational approaches and the selection or development of educational materials.
In post-conflict transition contexts, ado- By end of 2009, the has initiative benefited some 6,000 children 6–12 years old who
lescents and youths who missed out attend 20 primary schools constructed following the Child-Friendly School model.
on schooling and training opportunities
are a group of special concern. They
constitute a valuable human resource
schools are physically accessible to all CHALLENGES AND
groups, safe and secure; that appropri-
and a potential labour force. At the ate curriculum is taught, with attention THE WAY FORWARD
same time, however, they may pres- to the content and language of instruc-
ent a risk in these fragile environments tion; and that outreach is done with all Countries can restart the development
by joining armed groups or returning groups to meet the needs of ethnic and process after crises and rebuild their
to fighting if they are not provided other minority communities, displaced communities, institutions, systems and
with alternative opportunities, such as populations and others. societies through education. UNICEF is
education, vocational training and other committed to supporting conflict-affect-
tracks to begin making a livelihood.24 ed countries in establishing quality, rel-
Representing almost half of the popula- Lessons from Kosovo evant and equitable education systems
tion in many low-income and conflict- In Kosovo, which is currently going in order to realize the right of children
affected countries, young people must through a difficult and prolonged and youth to education and to promote
be empowered to be a force for peace post-conflict transition, education more peaceful and just societies.
and development. interventions are set against the
backdrop of a complex inter-ethnic Despite progress in this field, significant
Providing formal and non-formal post- divide. This has resulted in long- gaps continue to constrain the contribu-
primary educational opportunities for term camps for internally displaced tion education can make towards longer-
youth requires increased attention by people where emergency education term peace and development. Some of
education stakeholders in conflict- services are still required, and where the most challenging obstacles include:
affected countries. the transition process remains chal-
lenging. UNICEF advocates the right Inadequate resources. Funding esti-
Working with a rights-based ap- of all children to basic education mates for education in emergencies
proach: Focusing on the excluded during this period of deep social di- show that conflict-affected countries re-
and marginalized. visions and instability and supports ceive a disproportionately low amount
quality, inclusive education services of education aid despite their great
An important element of UNICEF’s hu-
for ethnic and national minorities. demonstrated need.27 In addition to a
man rights–based approach to educa-
UNICEF has also worked closely low flow of external education aid, the
tion is to ensure that programmes are
with the Ministry of Education, national budgets of these countries also
inclusive and do not further perpetuate
Science and Technology to reform tend to allocate insufficient resources
existing inequalities. In particular, they
the national primary curriculum to to education due to limited funds and
must adequately address the needs of
better meet the linguistic and cul- competing priorities. In consequence,
marginalized populations and those
tural needs of ethnic minorities and generations of young people are being
groups whose rights are at risk of being
ensure that it follows Child-Friendly deprived of their basic rights and of the
violated. This requires paying adequate
School principles. opportunities that education provides to
attention to issues such as ensuring that
them and their society.
thematic overview 9
Disconnect between relief and devel- and approach towards education in systems, supporting innovations, nutur-
opment and related financing mecha- emergencies is evolving, institutional ing key partnerships and enhancing the
nisms. The current types and modalities mandates and funding cycles make knowledge base of lessons learned and
of aid also restrict expansion of chil- it difficult for donors and multilateral good practice. The Education in Emer-
dren’s access to quality and relevant organizations, even with the best inten- gency and Post-Crisis Transition (EEPCT)
education in low-income post-conflict tions, to support the necessary longer- programme, also supported by the Eu-
countries. Current financing modalities term and sector-wide investments for ropean Commission, gives UNICEF the
are designed for either humanitarian or educating children and youth affected opportunity to make a major investment
development aid. Neither type reflects by conflict, especially among displaced in improving strategies and reaching
the complex needs faced by countries populations. large numbers of children affected by
transitioning from relief to reconstruc- emergencies.
tion and development. In countries with Recognizing the importance of educa-
on-going volatility – because emergen- tion in emergency contexts and ad- The EEPCT programme is currently in
cies either persist or re-erupt – relief and dressing these challenges, UNICEF its third year and is now being imple-
developmental efforts coexist. The vast was provided with an opportunity to mented in 38 conflict- or natural disas-
majority of donors and agencies, includ- support education in emergencies and ter–affected countries. It is committed to
ing UNICEF, are structured to split policy post-crisis transition through a major enhancing the capacities and effective-
and operational responsibility between contribution by the Government of the ness of government education systems
development programmes and humani- Netherlands. The aim is to get countries and ensuring continuity in education
tarian relief activities. While the attitude ‘back on track’ by developing education services during and after emergencies.
The following case studies from Nepal, the Democratic Republic of the Congo and Southern Sudan illustrate the critical and
catalytic role education is playing in various phases of emergencies and post-conflict transition. They examine the country
context and detail the practical steps taken to implement progamming, the results achieved, lessons learned and challenges
faced. These cases highlight good practices and provide ideas and inspiration for future education in emergency programming
for UNICEF and our partners around the world.
Children in a classroom are visible through a hole in the wall at Kinkole Primary school, DRC
© UNICEF Sudan © UNICEF/NYHQ2008-1016/Christine Nesbitt
10 thematic overview
Italy Georgia
Andorra Marino
Albania 5
Spain Holy See Armenia Azerbaijan
Greece Turkey Tajikistan
Syrian
Malta Cyprus Arab Rep. Jammu And
Kashmir (*)
Tunisia
Lebanon Iraq Afghanistan
rocco Israel
Jordan
peacebuilding
Burkina
Faso Djibouti
Benin
Nigeria
Côte Ghana Ethiopia ©Hugh Delaney
D'ivoire Central
African Rep
Cameroon
Togo
In 2006, Nepal emerged from a decade-long civil war. Despite peace-
Somalia school year, it is estimated that in some
Equatorial
Guinea building efforts, ongoing
districts 50 to 150 school days (out of a
Congo political fluxUganda poses aKenya threat to the consolida-
ome And Principe
Gabon Democratic total of 220) were lost to bandhs, pro-
tion of peace, particularly The in the terai,
Republic Of
Congo or plain lands, a term used to refer
Rwanda
tests, curfews and other conflict-related
Burundi
to the southern districts bordering The Congo India. To ensure that children do not causes.2
Angola United Rep.
)
miss school
(Cabinda)as a result of conflict, school closures or intimidation,
Of Tanzania
UNI-
Seychelles
Chagos
Archipelago/
The two most prominent
Diego Garsia** issues
CEF supports Schools as Zones of Peace (SZOP) in partnership with the
Angola
Comoros
Agaleda Island
causing school closure and inhibiting
Government of Nepal and other education stakeholders. SZOP strength-
Malawi peaceful learning environments are: Cocos (Ke
Zambia Islands (A
ens the resilience of schools and communities and calls for commit-Tromelin Island Cargados • Carajos
StrikesShoals
and bandhs do not exclude
K.)
ments from political leaders and opposition groups
Mozambique to protect the right schools, and little effort is made to
Zimbabwe Rodriges Island
Madagascar ensure that students make up lost
to education. It is a key Namibiacomponent of UNICEF’s peace-building frame- Mauritius
Botswana Réunion days.
work, which aims to promote a culture of peace and tolerance; show (Fr.)
• Fear of violence from armed groups
respect for different ethnic groups, opinions Swaziland
and values; and promote persists in the terai. Many schools
civic responsibility among South childrenLesotho
and young people. and teachers receive threatening
Africa demands for money or donations,
and many are afraid to report these
Situation Analysis per cent in 2009, compared to 87.4 per threats. It is alleged that some terai-
cent in 2006. Equity-related indicators based armed groups are recruiting
Cunha (U.K.)
From 1996 to 2006, Nepal suffered from also show progress: The Gender Parity and using children as arms carri-
gh (U.K.) a civil conflict between Nepali Govern- Index for primary school has reached ers, social mobilizers, sentries and
ment forces and Maoist insurgents. 0.98, while 39.6 per cent of teachers in messengers. These groups continue
Schools were often at the centre of the 2009 are female, up from 30.6 per cent to use schools for their own objec-
political struggle: Children were recruited in 2006.1 tives: as meeting places, arenas for
into armed groups at schools, political bringing conflict to the surface, and
groups solicited supporters on school Childrens right to education remains recruitment grounds for new sup-
grounds, and School Management under threat. Flare-ups of political un- porters.
Committees (SMCs) were often polarized rest and local conflicts, particularly in
by out-of-school issues and unable to the terai, however, continue to disrupt Strengthening resilience. Analysis
function. Moreover, even when schools daily activities in some rural districts. by UNICEF and partner organizations
were not direct targets, their functioning This hinders schools operations and concluded that if children were to avoid
suffered because strikes and violence in limits the Government and other edu- missing school as a result of school clo-
the streets often made it impossible for cation stakeholders’ capacity to deliver sures and intimidation, the resilience of
children and teachers to attend school. services and implement programmes. the schools needed to be strengthened
and political commitments made and
The peace process, ongoing since A 2009 Assessment of Child Protection kept to protect their right to educa-
2006, is gradually restoring stability Concerns of Children in Terai Districts, tion. In this context, political, security
to the country. This has had a positive conducted by UNICEF, reveals the cur- and humanitarian actors needed to
effect on educational indicators. Steady rent alarming situation of children’s make the cessation of armed groups’
progress has been made in enrolment rights. Their right to education is par- association with schools and children
rates and in ensuring that girls attend ticularly threatened due to the politi- an urgent priority. To advance this
school. Recently published official data cal and social climate. In the 2007/08 goal, UNICEF devised a Peacebuilding
report a net enrolment rate of 93.7
key steps:
IMPLEMENTING SZOP
IN NEPAL
National efforts at peace-building have
stimulated recognition of the impor-
tance of school governance. Since
2008, UNICEF and partners have spread
the SZOP campaign into areas where
political turmoil is ongoing and even
intensifying. There SZOP plays a critical
role in protecting children’s right to
uninterrupted education. Key issues
©Hugh Delaney
©Hugh Delaney
capacity for governance. Often issues
that previously provoked tension, such as
school entitlements, terms of reference
A planning meeting with local NGO workers and teachers for SZOP
of the School Management Commit-
tee or Parent-Teacher Association, and
Identifying areas for SZOP support. In Training and capacity building. District scholarship distribution, become more
order to target those areas and Village orientations on SZOP have been given in workable.
Development Committees (VDCs) which nine districts throughout the terai. These
were seeing the most disruption of were followed by public hearings with KEY ELEMENT FOR SUCCESS
schools due to political unrest, consulta- NGO representatives, political parties, Generating public awareness and accep-
tions were organized with district-level stakeholders and representatives of the tance through media. Public awareness
stakeholders. In all, 524 schools in 178 media. During these hearings the major of the existence and impact of Codes
VDCs and 5 municipalities were selected political parties signed commitments to of Conduct is critical for the success of
for direct support through the SZOP implement and maintain SZOP. Public SZOP. So a vigorous media campaign
programme. Today SZOP is being imple- hearings in Kathmandu and Dhanusa produced and disseminated advocacy
mented in nine districts, eight of which District were televised nationally through materials such as radio jingles (public
are in the terai. Kantipur Television. SZOP trainings for service announcements) which aired on
NGOs, schools and community facilita- local FM radio stations; posters and leaf-
KEY ELEMENT FOR SUCCESS tors, which include information on how lets in local terai languages; and a poster,
The importance of effective partner- to respond to conditions of political leaflet and sticker campaign explaining
ship. The American NGO World Educa- interference, have increased civil society SZOP in four languages. A 12-episode,
tion (WE) has worked in Nepal for over capacity to advance the campaign.4 in-depth radio programme about SZOP,
30 years and has extensive experience which aired on Radio Sagarmatha (FM
with schools in conflict-affected areas. In Continuous advocacy with major politi- 102.4 MHz) in Kathmandu and other
2008, UNICEF began working with WE to cal parties. Ongoing advocacy with major major cities and other local FM radio
implement SZOP. UNICEF and WE work political parties has made political actors stations, targeted a well-educated audi-
with other NGOs, including Child Work- aware of their role in protecting children’s ence to raise awareness of the problems
ers in Nepal (CWIN) on national- and right to education. The highlight of these in the terai and create a critical mass
district-level advocacy and Partnership efforts was the 2008 high-level advo- for lobbying. Press statements have
Nepal and others on training. These local cacy meeting in Kathmandu, where ten also been used to reach the public. After
partners, whose staff members speak Constituent Assembly members repre- three separate bomb explosions – in a
the local language and understand the senting terai districts publicly supported school, a public bus park, and during a
complexities of situations on the ground, the principle of SZOP. This, together with public festival – strongly worded press
are critically important to the success of similar statements from fellow party statements communicated the danger of
SZOP and the development of school members at the district level, reinforced these actions for children and advocated
– and village development committee – the institutional pledge and helped attract zero tolerance for such actions. The SZOP
Codes of Conduct. more political support for SZOP. message was reinforced by 45 large bill-
boards erected in the nine districts.
Community-led Centrally-led
• At the school level, the first step is to hold • In districts where armed or political groups are fearful of signing CoC
a mass meeting of the whole community. without central approval, SZOP network partners encourage political
The focus is on identifying the impact of leaders to publicly declare support for Schools as Zones of Peace. In
conflict on the school and the sources of some cases, they have been confronted on television, national radio,
conflict. in local mass meetings and other settings and asked to endorse the
• School communities then decide if they approach.
want to prepare a CoC, what needs to be • Once general approval exists at the central level, SZOP partners de-
included and who needs to sign it. Some velop national and then local CoCs. They consult with political leaders,
communities do this in a matter of hours. take public statements and prepare drafts to be shared with stakehold-
Others take weeks, as grass-roots politi- ers (at the school level this includes school community members; at
cal workers, rebels from armed groups or the VDC and district levels this includes all unions and political parties).
local union leaders consult with district or Given that neglect of schools is often the result of district level behav-
national leaders. iour, increased district engagement in school CoCs can prove helpful.
• Once the CoC is signed it is prominently • In turn, this becomes a national CoC. The challenge then is ensuring
displayed at the school so that everyone that agreements made at the national-levels are adhered to by local
knows what has been committed to and level armed and/or political groups.
who signed it.
The experience in the terai with the current Madhesi movement has been different. Local-level cadres of this political group
have little autonomy and are directed by their district-level organizations. When partners attempted to negotiate school-level
CoC, local leaders refused to sign until they had a clear commitment from the central command and district levels. It was
not until the national-level CoC for SZOP was signed in Kathmandu that many district leaders agreed to sign a district CoC .
In turn, local leaders waited to sign until after their national- and district-level colleagues were on board. A greater focus has
therefore been placed on national and regional advocacy since isolated, school-based interventions have proven insufficient
in this region.
©Hugh Delaney
Codes of Conduct in place.
• 524 schools have received support
to hold meetings and undertake
planning for SZOP.
Students standing next to their school’s Code of Conduct • All 9 districts have signed CoCs
prepared with WE partners and
Role of community. In all cases, com- PROGRESS AND RESULTS CWIN support.
munity participation is critical to the
Synergy between SZOP’s advocacy and • 128 VDCs and 5 municipalities had
implementation of SZOP. Community
awareness efforts has created an envi- prepared CoCs by October 2009.
members play the main role in pressur-
ronment conducive to SZOP success in • 325 new schools had a Code of
ing political and armed groups to keep
many parts of the terai. This has led to Conduct in place by 31 January
schools open and create a better edu-
public commitments by major political 2009.
cational environment for their children.
parties and local authorities to imple- • All national stakeholders and po-
School committees also play the critical
ment SZOP Codes of Conduct at the litical groups (with the exception of
role of monitoring violations of their
local and national levels. armed Madhesi groups) endorsed
SZOP Code of Conduct.
a national SZOP Code of Conduct.
KEY ELEMENT FOR SUCCESS Nationally, there is increased aware-
ness that children’s education – and Improved governance by SMC/PTA
The importance of SMCs and PTAs.
implicitly schools – should not be used systems and local ownership.
Building schools’ capacity for man-
to advance political agendas. Local • Schools without governance struc-
agement and governance is critically
stakeholders including parents, teach- tures have started to form SMCs
important to their functioning and
ers and children have become more and PTAs.
the sustainability of SZOP. Evidence
aware of SZOP issues and are able to • SMCs are more active and trans-
shows that schools with active School
express their support through public parent in supporting schools and
Management Committees (SMCs) and/
hearings. Children have become more holding meetings.
or Parent-Teacher Associations (PTAs)
empowered to demand their right to • Schools in SZOPs are being proac-
function better and tend to have better
education; they speak up more often tive in addressing problems and
facilities and more community sup-
and in a more compelling manner. mobilizing resources; they report
port. Without active SMCs and PTAs
School communities are increasingly improved transparency about
there is no structure to address or dif-
aware of their obligation to make sure finances and decision-making.
fuse conflict, making the school more
schools stay open and are safe, and • Parents are more aware of facilities
vulnerable to intimidation and external
to address the source of problems, provided by the government and
interference. Reports from UNICEF’s
whether internal issues like corruption, are more committed to run schools
partner organization World Education
mismanagement or discrimination, or by government rules.
show that capacity building of SMCs
external ones like interference, extor- • Teachers and SMCs are more pro-
and PTAs – making them more repre-
tion or forced use of children for armed active in addressing discrimination
sentative and accountable, clarifying
groups or political events. between caste groups.
roles, ensuring transparency, increas-
ing commitment, resolving long- stand-
Reduction of school closures due to Reduced misuse of school grounds and
ing issues and building collaboration
political activities. buildings, including reduced presence
between parents, community and
• Over 1 million students in 3,337 of armed forces.
teachers – prevents further conflicts.
schools directly benefited from • Political armed groups have moved
Syrian
Cyprus Arab Rep. Jammu And
Kashmir (*)
Iraq Islamic Rep Afghanistan
Bermuda (U.K.)
Of Iran
Kuwait
Nep
Pakistan
Bahrain
Bahamas
Qatar United Arab
Emirates
Mexico India
Turks And Caicos Islands (U.K.)
Cuba
Oman
aii
A.) Haiti Dominican Republic
SOUTHERN SUDAN
Belize Jamaica Puerto Rico (U.S.A.)
Antigua And Barbuda
Guatemala Honduras St. Kitts And Nevis
Dominica St. Vincent And The Grenadines
El Salvador Nicaragua St. Lucia Barbados
Grenada
Ecuador
Brazil
ook
Paraguay
ands
.Z.)
Pitcairn
Austral Is. Islands
(Fr.) (U.K.)
© UNICEF Sudan
Argentina Uruguay
Chile
In the wake of 21 years of conflict, Southern Sudan is working to build a Gough (U.K.)
South
Georgia (U.K.)
per cent of Southern Sudanese women
poverty and a population which has had little or no access to schools for aged 15–24 are literate.3 Compounding
generations. The Go to School Initiative is in the forefront of Southern this challenge, the Government of South-
ern Sudan (GoSS) has mandated a move
Sudan’s efforts to ensure that children are enrolled and stay in school and
to an English-pattern curriculum after
that the public is educated on the importance of education. To meet the years of following an Arabic curriculum.
demands of the bulging enrolment created by the campaign, UNICEF is Training teachers in this new curricu-
supporting the Ministry of Education to improve the quantity and quality lum and language requires sustained,
long-term investment in order to achieve
of education, construct school infrastructure and systems, and develop
systemic change. Geographically, the
human and institutional capacity to ensure sustainability. region’s vast area – 383,537 square
kilometres with barely five kilometres
of paved roads – makes it nearly impos-
sible to deliver basic school supplies and
Situation Analysis tor into the future. Yet the challenges
construction materials to remote areas.
remain immense.
For 21 years Southern Sudan suffered
from a civil war fought between the In 2008, nearly 2 million children in Approach: The Go to
Government of Sudan and the Sudan
People’s Liberation Movement/Army.
Southern Sudan remained out of school, School Initiative
including 990,000 primary-school-aged
The war caused tragic loss of life, de- children. Sixty-five per cent of teach- In 2006 the President of Southern Sudan,
stroyed the region’s infrastructure, ers are untrained or undertrained, and with support from UNICEF, launched the
eroded economic resources and caused only 12 per cent of school teachers are high-profile Go to School (GTS) Initia-
suffering to the people of the Sudan. female. Classroom space also remains a tive – a comprehensive programme
The education system was devastated challenge to the functioning of the edu- which aims to address the quantity and
by violence and lack of investment. cation system: Of the 13,500 classrooms quality of educational opportunities,
in Southern Sudan, only 22 per cent are build systems and ensure sustainabil-
The 2005 signing of the Comprehen-
permanent, while 37 per cent are open- ity. It caters to the educational needs of
sive Peace Agreement brought an end
air or ‘under tree’ schools.1 the school-age population and returnee
to the protracted civil war and opened
children of Southern Sudan. The goal is
a window of opportunity in Southern
The magnitude of Southern Sudan’s to build a sustainable education system
Sudan for recovery, reconstruction
challenge in rebuilding its education that effectively addresses immediate
and development. In the wake of the
system is underscored by grim social, and long-term needs and empowers the
Agreement, the GoSS has shown
economic and geographical factors. GoSS to respond to changing education
high-level commitment to education
Since few children had the opportunity needs in the future.
in its reconstruction and development
agenda, prioritizing expanded access, to complete secondary school during the
war, there is an extremely limited pool of The Go to School Initiative is the road-
improved quality and the promotion of
literate, trained adults qualified to teach. map used by the Ministry of Education,
gender equality and social change. It is
In 2009 1.4 million children were enrolled Science and Technology (MoEST) to
also working to build the institutional
in primary school while only 44,000 were achieve the Millennium Development
and human capacity needed to sustain
enrolled in secondary school; of these Goals (MDGs), the Joint Assessment
development of the education sec-
Mission (JAM) targets, and the goals of In the first year, a major drive to rapidly School construction is an important
Education for All (EFA). Government of- boost enrolment numbers took centre feature of this pillar. Some 2,500 Child-
ficials are ultimately accountable for the stage. This required working with educa- Friendly Schools and Learning Spaces
Initiative’s progress with goals, targets tion authorities, NGOs and communities have been established in Southern Sudan.
and priorities based on MoEST needs to create demand for education. Pro- Another 800 schools are to be transformed
assessments. The Initiative is at the core moting girls’ education, mainstream- into models or ‘hubs’ that will support and
of UNICEF’s nationwide Basic Educa- ing gender issues and reaching out to guide satellite schools in using the CFS
tion programme for 2009–2012 and one hard-to-reach children were critical parts model.The hub model will enable support
of UNICEF Southern Sudan’s flagship of the enrolment drive. to be offered to all learning facilities in
programmes. As a result, it has benefited Southern Sudan by 2012.
from a substantial investment of finan- The overall result of this work is that 1.6
cial and human resources. million girls and boys, adolescents, pas- Other ongoing initiatives for improving
toralists, orphans and vulnerable children education quality include using literacy
The GTS Initiative is built on four pillars: formerly living in conflict in Southern clubs to promote literacy, numeracy and
1. Increasing access for all geographic Sudan now have equitable access to life skills education, and the Interactive
locations, social groups and genders primary education, including pathways to Radio-based Instruction (IRI) Pro-
(Making the doors open); alternative education programmes such gramme. The life skills curriculum aims
2. Improving quality and learning out- as Accelerated Learning Programmes to empower both girls and boys, pro-
comes (Making the schools work); for over-aged students, Intensive English mote psychosocial healing and conflict
3. Building partnerships and capacity Language Courses for learners of Arabic resolution, teach young people about
for reconstruction and transforma- background, and Pastoralist Education for HIV and AIDS prevention and stopping
tion (Making the systems work); children in cattle camps. gender-based violence. All CFSs are re-
4. Ensuring accountability and vis- quired to include life skills development
ibility. Pillar two: Improving quality in the curriculum.
The second pillar of the Initiative focuses
A wide range of activities aligned with on the quality of education offered and Pillar three: Building partnerships
the four pillars is being implemented in works to make the schools better serve and capacity for reconstruction and
partnership with stakeholders, including children. It includes teacher training, transformation
UN agencies, international NGOs, civil curriculum development, creating The third pillar focuses on maintaining
society organizations, children, parents, child-friendly professional development the gains of the first two pillars by build-
teachers and local leaders. centres and constructing schools in ac- ing institutional capacity and strengthen-
cordance with the Child-Friendly Schools ing partnerships to provide long-term
Pillar one: Increasing access (CFS) model. Teacher training institutes support. To sustain achievements made
The first pillar of the Initiative focuses on and county education centres have been to date and continue to develop the still
facilitating access to school for children established to maintain the longevity of weak institutional structure, durable sys-
who were not in school during the war. these efforts. tems and trained personnel are critical.
Teacher training teachers. They learn from each other and throughout the region and, in time, deliv-
In 2008 only 35 per cent of teachers in observe common mistakes, which are er education to all children.
Southern Sudan were certified.4 Of this corrected by their tutors.
population, almost half were trained in Meeting the needs of diverse learners
Arabic, yet were expected to deliver an Equipping community teachers with
The Accelerated Learning Programme
English language–based curriculum. As basic skills. To enable instruction to
(ALP) allows students to complete the
part of the effort to get qualified teachers commence as quickly as possible, the
primary curriculum in a shorter time by
in front of learners quickly, 6,000 teach- MoEST, with UNICEF support, trained
using condensed syllabi. Each level of
ers (25 per cent of them female) have 5,000 previously untrained teachers.
ALP is designed to cover two grades of
been trained via in-service approaches One method used was the Fast Track
primary school in one school year, allow-
since 2007. A range of programmes has Teacher Training Programme, which
ing eight years of primary education to
been implemented to quickly scale up trains secondary-school graduates to
be covered in four. This programme is
teachers’ and community members’ teach primary school. They are trained in
designed to:
capacities. These include: teaching methodologies for six weeks in
• Enable out-of-school learners to
preparation for deployment.
enter or return to formal education
Retraining to the English curriculum. and complete it;
Through a partnership between UNICEF Planning and deployment of teachers.
• Offer opportunities for older girls
and Windle Trust International, Arabic- To increase MoEST’s knowledge of the
and boys to access and complete
pattern teachers are taking a specially country’s teaching staff and strengthen
the basic education curriculum;
designed course in interactive teaching its ability to deploy teachers where they
• Provide a faster route to complet-
and intensive English-language training. are needed most, the Ministry, with
ing basic education for vulnerable
The goal is to improve their command UNICEF support, conducted a verifica-
groups;
of English and enable them to teach tion and head count exercise. The data
• Enable over-age learners in lower
the newly introduced English-language collected – including the number and
primary classes to catch up with
curriculum, while also enhancing their qualifications of teachers – paired with a
their peers in the formal education
pedagogical skills. payroll system, will enable the Ministry
system.
to more equitably distribute teachers
Tutors use creative and interactive meth-
ods from the beginning, including mime, ALP Enrolment (2008–2009)5
flash cards, drawings and photos of
objects, drama, school visits and teacher Year Girls Boys Total Total Number
observations, amongst others. Towards of Centres
the end of the course, all the teachers 2009 81,257 112,097 193,354 1,018
take part in peer micro-teaching, where,
2008 37,041 47,847 84,888 630
after learning detailed lesson planning
and scheming, they demonstrate their Increase 44,216 64,250 108,466 388
teaching skills to their tutors and fellow 2008–2009
Syrian
Cyprus Arab Rep. Jammu And
Kashmir (*)
Iraq Islamic Rep Afghanistan
Bermuda (U.K.)
Of Iran
Kuwait
Pakistan
Bahrain
DEMOCRATIC REPUBLIC
Bahamas
Qatar United Arab
Emirates
Mexico India
Turks And Caicos Islands (U.K.)
Cuba
Oman
Hawaii
(U.S.A.) Haiti Dominican Republic
OF THE CONGO
Guatemala Honduras St. Kitts And Nevis
Dominica St. Vincent And The Grenadines
El Salvador Nicaragua St. Lucia Barbados
Grenada
Ecuador
Brazil
Bolivia
Cook
Paraguay
Islands
(N.Z.)
Pitcairn
Austral Is. Islands
(Fr.) (U.K.)
The Democratic Republic of the Congo has been in a chronic state of Gough (U.K.) Government funding, families are being
emergency for much of the last 10 years. As a result, the region is charac- asked to pay school fees of US $1-3 per
Falkland Islands (U.K.)
child per month. This is often an impos-
terized by massive population displacement, widespread poverty and a
(Malvinas)
near total absence of basic government services. Like other government average per capita GDP of less than US
functions, the education system has been greatly affected by the on- $100 per year. When children do enrol
going conflict. Schools continue to be the target of attacks by armed in school, they find curriculum content
that is not adapted to their needs, their
groups; more than half of the region’s children do not attend school;
environment or the labour market, and
teachers, when they receive salaries at all, are nearly always under-remu- a poorly motivated teaching popula-
nerated; and school infrastructure is in ruins. In this fragile and at times tion. Socio-economic obstacles, such as
hostile environment, UNICEF is working to provide immediate access to early marriage for girls, child labour and
the risk of HIV and AIDS on households,
education for all children and strengthen community resilience, while at
create yet another barrier to access and
the same time building the government’s long-term capacity to support completion of school.
an equitable and quality education system.
Schools are used by internally displaced
situation analysis either not available or unreliable and not persons (IDPs) and armed groups as
disaggregated to reflect gender dimen- places of refuge. Frequent influxes of
For more than three decades, the Demo- sions. Nevertheless, national data illustrate IDPs and activity by armed groups in
cratic Republic of the Congo in particular the severity of the education situation. and around schools seriously chal-
the eastern regions (Eastern DRC) has DRC is ranked 176th out of 182 countries lenge the education system. Schools
suffered chronic emergency conditions on the Human Development Index. In are often the first public buildings to
punctuated by frequent outbreaks of vio- 2008, its primary-school completion rate be occupied by IDPs when they do not
lent conflict. In 2010, 2.1 million people was 53 per cent, with significant disparities have access to safe temporary shelters.
– nearly half of the region’s population between girls and boys and urban versus They are also frequently used by armed
– are displaced; over half of these are rural areas.2 Efforts to close the gender groups as bases or offices. School
children and adolescents.1 As a result, gap have produced favourable results in furniture is burned as cooking fuel, and
there is a great need for humanitarian the majority of the provinces of the DRC. In school latrines are used by the broader
aid in all sectors. The combination of 2007, the gross primary-school enrolment ra- population, making it difficult to main-
frequent and widespread population tio was 68 per cent for boys and 54 per cent tain hygienic conditions and exposing
displacement, poverty and a near total for girls. In the same year, the adult literacy children to diseases, including cholera.
absence of government services has rate was estimated to be 67 per cent.3 Thus, even when schools are eventually
created a situation in which livelihoods returned to children, the school equip-
are threatened, the population suffers Lack of education infrastructure, a poorly ment has often disappeared or been
from acute malnutrition and disease, and adapted curriculum and extreme pov- damaged. Adding to the longer term
children are frequently unable to attend erty are significant barriers to entry and impact, when IDPs settle, they frequent-
school. completion of school. The primary causes ly choose to live in host communities
of the grim education situation are a rather than camps. Their children are
The impact of the conflict on the educa- dearth of school infrastructure, qualified then absorbed into host-community
tion system and on children’s ability to teachers, and materials and uniforms. schools. This coping mechanism has
learn is immense. Data and statistics for All of these problems are compounded led school populations in the region to
the most conflict-affected regions are by extreme poverty. In the absence of swell by an average of 30 per cent.
© UNICEF/NYHQ2008-1186/Holt
RRM’s start in 2004, the programme has
responded to hundreds of acute humani-
tarian crises across Eastern DRC and as-
sisted more than 1.7 million people.
IMPLEMENTATION OF
EDUCATION ASSIS-
TANCE IN EASTERN DRC
Shorter-term goals
© UNICEF Democratic Republic of the Congo
© UNICEF/NYHQ2008-1014/Christine Nesbitt
include:
© UNICEF/NYHQ2005-1272/LeMoyne
28 case study
references 7. United Nations Children’s Fund and
United Nations Educational, Scientific
nesia, Iraq, Kenya, Lebanon, Madagas-
car, Mozambique, Myanmar, Nepal, the
and Cultural Organization, A Human Occupied Palestinian Territory, Pakistan,
Thematic Overview Rights-Based Approach to Education Philippines, Samoa, Somalia, South Af-
for All, UNICEF and UNESCO, New rica, Sri Lanka, Sudan, Tajikistan, Timor-
1. United Nations Educational, Scientific
York, 2008, p. 7. Leste, Uganda, Yemen and Zimbabwe.
and Cultural Organization, EFA Global
Monitoring Report: Reaching the Mar- 8. Nicolai, Susan, and Carl Triplehorn, The 17. Houghton, Rachel, Education Cluster:
ginalized, UNESCO Publishing, Paris, role of education in protecting chil- Country-level lessons learned review.
2010. dren in conflict, Humanitarian Practice Global Education Cluster: Geneva,
Network Paper, Overseas Development 2008.
2. Recent estimates by UNESCO show
Institute, London, 2003. 18. United Nations Children’s Fund, Educa-
that the number of out-of-school chil-
dren worldwide has fallen by 33 million 9. Dupuy, Kendra, Education for Peace: tion in Emergencies and Post-Crisis
in less than 10 years, down from 105 Building peace and transforming Transition Programme: Consolidated
million in 1999 to 72 million in 2007. The armed conflict through education 2008 Donor Report to the Governments
report estimates that there are at least systems, Save the Children Norway, of the Netherlands, UNICEF, New York,
25 million children out of school in low- Oslo, 2008. 2009, p. 20.
income countries affected by conflict. 10. Organisation for Economic Co-opera- 19. United Nations Children’s Fund, Field
3. This publication will focus on the particu- tion and Development, Service Delivery Emergency Handbook, UNICEF, New
lar challenges, experiences and lessons in Fragile Situations: Key concepts, York, 2005.
from conflict-affected countries. The findings and lessons, OECD Develop- 20. The school-in-a-box contains the fol-
term ‘education in emergencies’ used ment Assistance Committee, 2008. lowing items: metal box, inflatable
here should be understood to include 11. United States Agency for International globe, register, UNICEF bags, pens
programming and interventions used Development, Delivering Education (black, blue, red), two chalkboard
in post-crisis transition contexts to re- Services in Fragile States: Lessons from triangles (30-60-90 degrees, 90-45
establish formal education and support four case studies, USAID, Washington, degrees), white and colored chalk,
comprehensive post-conflict rehabilita- D.C., 2006. exercise book, wood clock, felt-tip pens,
tion and development processes. flipchart marker, scissors, measuring
12. For the role of education in economic
4. International Save the Children Alli- development, see Hanushek, Eric A., tape, paint, chalkboard, paintbrush, set
ance, Delivering Education for Children and Ludger Woessmann, The role of of three double-sided posters (alpha-
in Emergencies, Save the Children UK, education quality for economic growth, bet, numbers, times tables, and world
London, 2008. World Bank, Policy Research Working map), compass, ruler, wooden/plastic
Paper No. 4122, Washington, D.C., 2007. cubes, duster/wiper for chalkboard,
5. The right to education is also articu-
For education’s contribution to both UNICEF decal, adhesive tape, crayons,
lated in the Geneva Convention (IV)
more peaceful and prosperous societ- eraser, lined exercise book, square
Relative to the Protection of Civilian
ies, interesting research is offered by exercise book, pencil sharpener, pencil
Persons in Time of War (1949); the
Chauvet, Lisa, and Paul Collier, Devel- for slates, pencil, HB, plastic bag, ruler,
Convention against Discrimination
opment Effectiveness in Fragile States: scissors, student’s slate.
in Education (1962); the Covenant on
Economic, Social and Cultural Rights Spillovers and turnarounds, Centre for 21. The school-in-a-carton contains the
(1966); the Convention on the Elimina- the Study of African Economies, De- same items as above except the metal
tion of Discrimination against Women partment of Economics, Oxford Univer- box is replaced by a cardboard box.
(1979); and the Convention on Elimina- sity, Oxford, 2004, and Chauvet, L., and 22. The recreation kit contains the follow-
tion of all Forms of Racial Discrimi- P. Collier, Education in Fragile States, ing items: metal box, ruled exercise
nation (1965). The right to education 2007 background paper prepared for book, ball-point pen (black), handball,
was reaffirmed in the Dakar World the Education for All Global Monitoring junior handball, referee’s whistle, inflat-
Education Forum Framework for Action Report 2008, Education for All by 2015: ing kit for balls, measuring tape, stu-
(2000), which promoted Education for Will we make it? dent’s slate, white chalk, UNICEF bag,
All, and the Millennium Development 13. Established in 2000, the INEE’s mission UNICEF T-shirt, UNICEF baseball cap,
Goals (2000). is to sustain international commitments UNICEF decal, tabards, volleyball, net,
6. While human rights law stipulates that to ensure that education services are junior football, basketball, sponge ball,
every child is entitled to free, compul- integrated into humanitarian re- picket with flag, skipping rope, frisbee.
sory primary education, obligations sponses. The INEE Minimum Standards 23. United Nations Children’s Fund, Educa-
in respect of secondary education are constitute a normative framework for tion in Emergencies and Post-Crisis
less compelling. However, since these humanitarian response in education. Transition: A synthesis of main findings
conventions were drafted, there has 14. The 2005 Humanitarian Response from evaluations, UNICEF, New York,
been increasing recognition of the Review recommended, among other 2009.
fundamental importance of secondary actions, the creation of an Inter-Agency 24. Barakat, Bilal, and Henrik Urdal, Break-
education in addressing issues of state Standing Committee (IASC) cluster ing the Waves: Does education mediate
fragility and longer term peace, espe- approach in humanitarian work with the relationship between youth bulges
cially in countries affected by conflict. the aim of improving predictability, and political violence? World Bank
For more background on the impor- response capacity, coordination and ac- Policy Research Working Paper No.
tance of secondary and other forms countability of humanitarian response.
of post-primary education in conflict- 25. Nicholson, Sue, Accelerated learning in
15. Ibid. post-conflict settings: A discussion paper,
affected countries, see Barakat, Bilal, K.
Zuki and P. Julia, Desk Study: Education 16. These are: Afghanistan, Bangladesh, World Bank, Washington, D.C., 2006.
and fragility, Conflict and Education Burundi, Central African Republic, 26. United Nations Children’s Fund, Child
Research Group, INEE, 2008, available Chad, Colombia, Côte d’Ivoire, the Friendly Schools Manual, UNICEF, New
at <www.ineesite.org/ineedownloads/ Democratic Republic of the Congo, York, 2009.
viewall.asp?pid=1387&cp=11-48k>. Ethiopia, Georgia, Guinea, Haiti, Indo-
references 29
27. International Save the Children Alli- ID=9147&REQUEST_
ance, Last in Line, Last in School: How TYPE=VIEWADVANCED
donors are failing children in conflict-af- 3. Data from UNDP Human Development
fected fragile states, Save the Children Reports, accessed on 01 June 2010 at:
UK, London, 2007. http://hdrstats.undp.org/en/countries/
country_fact_sheets/cty_fs_COD.html
Nepal Case Study 4. United Nations Children’s Fund, Mid-
1. Government of Nepal, Department term evaluation of PEAR, 2006–2008,
of Education, Flash reports 2006 and available at <www.pear.cd/contenu/
2009.ation Centre, London and Delft, pdfs/PEAR_Evaluation_October_2008_
–––2008. Executive_Summary.pdf>.
2. The low figure of 50 days came from 5. For more information, see <www.
sources at private schools, with the unicef.org/drcongo/french/News_bul-
explanation that private schools can letin_march_10.pdf>.
use Saturdays to make up for lost days. 6. For more information on the clus-
District Education Office sources gave ter approach, see Binder, Andrea,
the figure of 150 days, while the teach- op. cit., available at <www.humani-
ers’ union gave 100. tarianinfo.org/iasc/downloaddoc.
3. The Quality Education Resource Pack- aspx?docID=5266&type=any>.
age ensures SMC/PTAs are trained 7. Ibid.
to provide the support needed to the
school, teachers and students. It is
being piloted in Nepal and will inform
future UNICEF programming.
30 references
31
Of the estimated 72 million
primary school-age children
out of school worldwide, as
many as 25 million live in
countries affected by conflict.
Education is an important
intervention in these settings,
as it can provide physical,
psychosocial and cognitive
protection to children, and is
often prioritized by children
and parents. Re-establishing
education at the community
and system levels following a
crisis can have an important
stabilizing effect, serve as a
peace dividend in countries
emerging from conflict, and
help reduce disaster risk.. This
publication outlines UNICEF’s
role in providing education
in conflict-affected contexts.
Through country case studies
it illustrates some of the in-
novative approaches UNICEF
is using to ensure children’s
right to education is realized
in all siutations, including in
conflict and transition con-
texts.
email: FieldNotes@unicef.org
www.unicef.org