Educational Reform in Post-war El Salvador (pages 43-61)

2005

PROSPECTS, 2011

Education for All (EFA) was a promise made by 155 countries and about 150 representatives of humanitarian organizations in Jomtien, Thailand in 1990. This promise was reiterated in Dakar, Senegal in 2000, where six broad goals and targets were set to be met by 2015. In 2011, the international community is far from achieving these goals; yet, as the 2011 Global Monitoring Report shows, considerable efforts have been made and achievements are visible. For example, some of the poorest countries are doubling their primary enrolment rates and narrowing their gender gaps. The articles published in this special issue on Education and Armed Conflict are based on selected background papers, which were commissioned for the 2011 EFA Global Monitoring Report. The 2011 report highlights one of the greatest barriers to reaching the EFA goals: conflict. Many countries suffer from continuous or spontaneous conflict, which creates unstable conditions for civilians, and particularly children, who are too often forced to leave behind the little education that they were receiving in order to escape from the conflict. Due to the nature of conflict, humanitarian efforts must, more often than not, focus on the immediate survival of victims, by providing shelter, water, food, and medical care. However, some of these conflicts are continuous, forcing people to live for years in temporary arrangements, where, without education, they may completely lose hope for a better future. The Global Monitoring Report stresses that education is life-saving, especially for those living in conflict, and should therefore be treated as such in the humanitarian response. As Ms. Irina Bokova, Director General of UNESCO, expressed it at the official launch of the report in New York on March 1st, ''education cannot remain the poor cousin of international efforts to manage conflicts''. Providing education in a post-conflict context helps national reconstruction, in a different and more profound way than meeting only basic needs such as food, water, and shelter. Furthermore, an education that promotes human rights and civic values can go a long way in helping the next generation to work towards a self-sustaining and peaceful society. In fact, more often than not, it is the populations affected by conflict that demand an education so they can actively create a better future for

International Journal of Educational Development, 2013

The Business and Management Review

History has proven that education is the lifeblood of any society or country, providing a firm foundation for an established and civilised community. The destruction of an academic system may be recognised and conceded as a massacre imposed on a selected group. The importance of this research comes from its originality as it explores and introduces a “word” which to date has had no formal definition nor recognition in the English language dictionary, which signifies the impact of mass killing and destruction on education. This research makes an original contribution, through recognising the destructive impact on educational infrastructure as a form of genocide. Accordingly, a significant impact on education and reduces the country's literacy rate, according to the International Criminal Court (International Criminal Court, 1998). The research also makes an original contribution to knowledge as it presents for the first time a formal introduction to this word, reflecting this imp...

Revista Electrónica Educare , 2016

. This paper investigates the short and long-term pernicious impact of armed conflicts on education and educational agents (students, teachers and students’ parents), using a multivocal review by means of the integration and qualitative analysis of 60 research reports (voices) found in two databases: Web of Science and PROQUEST in the period between 1995 –date of the first founding paper- until 2014. Through the analysis of source data (voices) and taking the “multivocal review” as a method, the voices have been combined in nine categories, namely: a) Refusal and impediments to a return to education; b) Educational infrastructure damaged or destroyed; c) Cuts in or withdrawal of spending on education; d) Loss of the educational and protective functions of the family; e) Loss of the academic community; f) Non-qualified teaching staff; g) Drastic loss of skills; h) Abandoning school (population movements, destruction of networks and social environment); i) Behavioural problems: traumas, pedagogical roles and self-victimization. These categories have highlighted the serious consequences arising from conflicts, infringing as they do the most basic human rights and in particular the right to a sound education during childhood.

This paper highlights the comparative performance to attain the EFA goals between the armed conflict countries and other countries on the basis of Development Index (EDI). The EDI focuses on the four goals: achievement of the universal primary education, adult literacy, gender parity and equality, and quality of education. Thus, access and survival in primary school, transition from primary to secondary school, literacy rate of the youth and adult, girls enrolment are noted as vital challenges for the achievement of EFA goals. Moreover, nutrition status of the children is also a great concern because it can directly affect the quality education per se. In addition to this, a comparison on the performance on education between the pre and post conflict period has also been presented. This paper asserts that there remains significant gap between the armed conflict and non-armed conflict regions regarding the achievement of EFA goals. The armed conflict countries are remaining far behind to achieve the goals.

2010

This report studies the relationship between conflict and education in Côte d'Ivoire, and suggests policy and program approaches for analysts and those engaged with education and peacebuilding in societies affected by conflict. Although the situation in Côte d'Ivoire has evolved since the main recommendations of this report were written in early 2008, the report, which was funded by the United States Institute of Peace's Education and Training Center, provides useful insights for interventions aimed at strengthening education within the country.

2011

In February 2011, the United States Agency for International Development (USAID) finalized a new strategy for its work in education around the world. Of its three key goals, the third goal focuses on “access to education in crisis and conflict environments,” establishing the first explicit reference to the impact of crises on education, and of education on crises, for USAID initiatives. With this change, USAID underscores the importance of supporting education programs for conflict-affected populations. To administer effective programs that are not detrimental to the populations they aim to serve, it is important to gain a deeper understanding of current programs and of the ways education and violent conflict interact. In this paper we seek to answer the following questions: What is the relationship between education and conflict? How might education mitigate conflict? Toward this end, what works and what does not in program interventions? We gather practitioner knowledge of the rel...