INEE Working Group on Education and Fragility

1. INEE Working Group on Education and Fragility

2. Why conflict sensitivity? An organisation is part of the context it operates in We have intended and unintended results, positive & negative Improve development results if we can reduce the unintended negative side-effects Highly dynamic / fragile / conflict-affected operational contexts require an adapted working approach

3. A Quick ‘Refresher’ – What is Conflict-Sensitivity? • Conflict sensitivity refers to the ability of an organization to: • Step1: Understand the context in which the organization operates; • Step 2: Understand the interaction between the organization's intervention(s) and the context; and • Step 3: Act upon the understanding of this interaction, in order to avoid negative impacts andmaximize positive impacts.

4. Conflict-Sensitivity vs. Peacebuilding? Conflict sensitivity is attributed to the working in conflict. Peacebuilding is attributed to the working on conflict.

5. A Quick ‘Refresher’ – What is Conflict-Sensitivity?The conflict sensitivity cycle

6. 10 principles for good engagement in fragile states and situations • 1: Take context as a starting point • 2: Do no harm • 3: Focus on state building as the central objective • 4: Prioritize prevention • 5: Recognize the links between political security and development objectives • 6: Promote non discrimination as a basis for inclusive and stable societies • 7: Align with local priorities in different ways and in different contexts • 8: Agree on practical coordination mechanisms between international actors • 9: Act fast but stay engaged long enough to give success a chance • 10: Avoid pockets of exclusion

7. What we did…… • Process • Analysis • Next steps • Activity

8. Overview • Process • Identified existing approaches of WG member agencies; • Identified commonalities, strengths and opportunities to further increase conflict sensitivity; • Shared analysis; • Now…..develop guiding questions; • Then….develop a ‘checklist’ for field practitioners.

9. Existing Approaches

10. Existing Approaches

11. Existing Approaches

12. Existing Approaches

13. Overview • Process • Analysis • Summary of current approaches; • Inputs consolidated and draft analysis prepared; • Shared with Sub-Group and Working Group; • Next steps ….

14. Step 1: Understand your context…… • Context Analysis, examining: • Conflict context factors • Actors involved • In addition, consider: • Children/ School level • Community level • National level • Education system • Need to ensure context analysis is linked to program implementation and reflected in planning process.

15. Step 2: Understand interactions between context and interventions • ‘How to’ guidelines/ checklists; • Training field staff and/or working with implementing partners; • “Do No Harm” principles • Need to maximize positive, transformational impact of education! • i.e. IRC’s ‘Healing Classrooms’

16. Step 2: Understand interactions between context and interventions • Indicators focus on: • Child protection and rights; • Equitable access; • Safe learning environments; • Resilience; • Policies vis-à-vis conflict; • “Do No Harm” • Need to consider interaction between organization, intervention, and conflict.

17. Step 3: Develop options to maximize positive impact and minimize negative impact • Flexibility; • Revising analysis. • Again, need to ensure context analysis is linked to program implementation and reflected in planning process.

18. Overview • Process • Analysis • Next steps • Guiding Questions • Checklist for Field Practitioners

19. Activity • The groups will be focusing at different levels: • All groups are developing guiding questions. • The guiding questions developed by those at the programme level will be based mainly on the three steps and will be further developed into a practical checklist. • The guiding questions developed by those at the strategic level will be based mainly on the 10 principles for good engagement in fragile states and situations as a basis to develop the guiding questions.