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Contents : The multiple faces of education in conflict-affected and fragile contexts Inter-Agency Network for Education in Emergencies (INEE) Working Group on Education and Fragility 1 Contents 1.0 Introduction ....................................................................................................................................4 2.0 Conflict and fragility: potential barriers to education provision .......................................................5 3.0 Education s macro-level links to fragility and the risk of conflict: emerging evidence ....................7 4.0 Evidence of education s context specific links to fragility and the risk of conflict ...........................8 Recommendations ..................................................................................................................................12 ANNEX A. Data on education in conflict-affected and fragile contexts...................................................14 References .............................................................................................................................................16 2 Acknowledgements The INEE Working Group on Education and Fragility would like to thank the following contributors to this paper: Kerstin Tebbe Brooke Breazeale Steve Commins Jane Kalista Mary Joy Pigozzi Rebecca Winthrop Corinne Graff 3 1.0 Introduction For years debate has raged in academic circles over the principal causes of conflict and fragility. Policymakers academics and practitioners continue to dispute the influence of a wide variety of factors ranging from ethnicity grievance and rebel greed to topography or venal leadership. Beyond full-blown conflict drivers that entrench and perpetuate dynamics of fragility (be it pre- or post-conflict) are being considered in relation to security economic governance social and environmental conditions. It has been widely documented that fragility 1 has a major negative impact on service delivery given the potential lack of capacity and/or will to provide basic services in extremely difficult circumstances. Insecurity and risk inevitably affect decision-making at all levels exacerbated by the presence of fighting forces and the breakdown of rule of law and underfunded disjointed service delivery can leave the education system vulnerable to endemic corruption systematic exclusion neglect and poor management. Thus the broad social patterns of fragility are accordingly mapped in the delivery of education services educational systems may be interpreted as representative of fragility dynamics at play at the local and national level reflecting political as well as technical constraints or patterns of resilience. In fragile contexts delivering education may provide an entry point for donors to address political and governance issues. Within a given context education can help produce the benefits of inclusive and constructive integration of individuals and communities socially politically and economically which can contribute to conflict prevention and long-term peacebuilding (Dupuy 2008). Conversely education can perpetuate or entrench dynamics of fragility depending on the nature of its design and implementation. In any case education s potential to either mitigate or exacerbate conflict and fragility will be a result of nuanced interfaces between education policies planning and programming and the drivers and dynamics of conflict and fragility. Understanding this nuance means grappling with the subtle ways in which the details of education design and implementation can impact on the range of drivers and dynamics of conflict and fragility in a context. The specific gradated meanings that those impacts will have in a given context will be based on the unique arrangement of specific characteristics of education and of fragility in that context. Nuance then refers to the subtlety the detail and the context-specific nature of the relationship between education and conflict/fragility that results in and from complex interfaces. The question of linkages between education and conflict/fragility and the nuanced interfaces of these relationships is being probed through macro-level and micro-level analysis aimed at informing us about the qualitative and quantitative linkages between the two. The purpose of this paper therefore is to frame the debate around education s role in conflict and fragility recognizing the impacts of conflict and fragility on education service delivery as well as the influences that education has on conflict and fragility. In considering the key policy messages that will be propagated by the forthcoming World Bank 2011 World Development Report (WDR) and the EFA 2011 Global Monitoring Report (GMR) the InterAgency Network for Education in Emergencies (INEE) Working Group on Education and Fragility takes this opportunity to review the new and emerging literature on education s interfaces with confli

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