Author: Thompson, Hannah
Year: 2014
Full Citation: Thompson, H. (2014). The role of communities in protecting education from attack: Lessons learned. New York, NY: Global Coalition to Protect Education from Attack.
Target Population(s):
Overview: The goal of this paper is to serve as a guide for involving communities in protecting education in ways that harness the benefits and minimize the risks.
  • First, drawing on a global review of programming, it suggests a series of steps that should be taken when engaging communities in the protection of education. Where information is available, case studies have been included that demonstrate the challenges, and identify solutions and lessons learned for the different steps in the process.
  • Subsequently, the paper looks at cross-cutting approaches that should be taken at all times when working with communities throughout the various programing stages.
  • Next, the paper summarizes the results of research carried out in Côte d’Ivoire in September and October 2013, highlighting some advantages and challenges experienced at different steps in the process of engaging communities.
  • The paper concludes with recommendations for different stakeholders.
Methodology: This paper is based on a desk review of reports and evaluations from international and national NGOs, United Nations (UN) agencies, advocacy organizations, inter-agency bodies, research institutes, universities, and media sources. Additionally, actors engaged in efforts to prevent or respond to attacks on education in the countries where they occur were solicited for information and in some cases interviewed. Lessons and recommendations were drawn from: Afghanistan, Central African Republic, Colombia, Côte d’Ivoire, Democratic Republic of Congo (DRC), India, Indonesia, Kenya, Lebanon, Liberia, Myanmar, Nepal, Nigeria, Pakistan, Palestine, the Philippines, Sri Lanka, Syria, Uganda, and Zimbabwe. In addition to the desk review, a small case study was carried out in Côte d’Ivoire.
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