Bush and Saltarelli (2000) told us that there are two faces of education in ethnic conflict – education grievances and structural features that can act as drivers of conflict, and education policies that can build connectors and promote peace. Many countries face new and divisive tensions as economic and other forces impact unevenly on different ethnic, linguistic, religious and other groups, leading to instability and sometimes armed conflict.
The Sustainable Development Goals Targets 4.1 and 4.7 ask educators to see that all children complete primary and secondary school, Read more »
In March 2016, I traveled to El Salvador as part of team looking at the impacts of violence and insecurity on education. Although I was aware of the high levels of violence in this country, I was shocked to learn the extent to which the daily lives of students and teachers were affected by violence. Teachers, principals, and international partners alike referred to the drop-out “crisis” in El Salvador – the disappearing students – as a result of gang violence. I heard stories of students who were forced to flee their communities, and in some cases, the country, or hide in their homes instead of attending school. Read more »
In late 2015, a Rapid Education Risk Analysis (RERA) was conducted in Gao, Mali by the USAID-funded Education Recovery Support Act project. The purpose of this RERA was to analyze the effects of the crisis on the lives of the population, the school system and the security situation in order to define the project’s implementation strategies for the region. Read more »
Hazards, either natural or human-made, do not necessarily lead to crisis. While education systems are often impacted by crises, there are measures that can be put in place to mitigate risks and increase efficiency and equity.
Ministries of education (MoE) are increasingly aware of this and countries including South Sudan, Uganda, Mali, Burkina Faso and others have started planning for crises before they occur. Read more »
When was the last time you asked yourself that question? Too few people do, and too few organizations do. Then why should you?
Because if you don’t understand the risks around you and your intervention, and how you and your intervention are in a relationship with those risks, odds are you’re a hazard. That means you’re increasing the risks faced by the communities you’re serving.
(The Do No Harm Project helped sound the alarm back in the 1990s about how donors, Read more »