The hidden crisis: Armed conflict and education

1. 1 The hidden crisis:Armed conflict and education Pauline Rose and Kevin Watkins Mokoro Seminar Oxford 1 July 2011

2. Armed conflict and education • Armed conflict is a major barrier to Education for All • Conflict destroys opportunities for education • Education contributes to processes that fuel conflict

3. Hidden crisis in education reinforced by four failures • Protection of children, teachers and civilians from human rights abuses • Provision of education to vulnerable populations trapped in conflict, and to refugees and internally displaced people • Reconstruction to seize the education peace premium and build capacity • Peacebuilding to unlock the potential of education as a force for peace

4. Education’s hidden crisis in conflict-affected states • Children in conflict affected poor countries: • 28 million out of school • 24% of all children in the poorestcountries • 47% of out of schoolchildren in the poorest countries 24% 47%

5. Conflict reinforces education inequality D. R. Congo Poorest 20% female 40% Poorest 20% male North Kivu 30% Population aged 17-22 with fewer than 2 years of education 20% Richest 20% male 10% 0%

6. From books to bullets - military spending diverts finance Pakistan Angola Chad Guinea Bissau - Afghanistan • 21 of the world’s poorest developing countries that spend more on military budgets than primary education • 10% of their military spending could put 9.5 million children into school Kyrgyzstan Burundi Mauritania D. R. Congo Bangladesh Ethiopia Togo Yemen Uganda Vietnam Burkina Faso Mali Nepal Sierra Leone Cambodia C. A. R. Gambia Cote d'Ivoire Madagascar Kenya Senegal U. R. Tanzania 0 1 2 3 4 5 6 7 8 Ratio of military to primary education expenditure

7. Six days of military spending could close the EFA gap US$1029 billion Total annual military spending by rich countries number of days of military spending needed to close the EFA funding gap 6

8. Aid follows security agendas Aid is skewed towards a small group of countries identified as national security priorities Aid to basic education per primary school-age child

9. The reverse cycle – education can fuel conflict • Most armed conflicts are within countries, often linked to identity and social divisions • Education contributes: • Too little and poor quality education • Failing youth aspirations and weak link to labour markets • Unequal provision and financing reinforcing social disparities and resentment • Schools can sow ethnic, social and faith-based divisions

10. Failures of protection • Failures: • Monitoring and Reporting Mechanism for Children in Armed Conflict remains fragmented and partial • Insufficient weight attached to protection of schools, and to rape and sexual violence • ‘Naming and shaming’ is not enough • Cultures of impunity remain intact • Recommendations: • UNESCO lead monitoring of attacks on education • High level commission on rape and sexual violence, linked to International Criminal Court

11. Failures of provision • Conflict-affected communities place high priority on education • But humanitarian agencies do not recognize education as ‘life-saving’ • Humanitarian system delivers short-term and unpredictable aid for long-term emergencies

12. The ‘poor neighbour’ in humanitarian aid Humanitarian aid in 2009 Education received only 2% of all US$ Million funding. 2% And has the smallestshare of requests funded

13. Enrolment in Kenyan refugee camps 120% 120 000 98% 100% 100 000 87% 86% Gross enrolment rate (%) 75% 80% 80 000 62% 60% 60 000 53% 40% 40 000 20% 20 000 Total number of childrenage 6-13 2005 2006 2007 2008 2009 2010 0% 0

14. Providing education • Change humanitarian mindset • Develop a more effective assessment system to gear financing to needs • Strengthen entitlements of refugees and IDPs • Increase humanitarian pooled funding to US$ 2 billion annually – top up education shortfalls

15. Failures of reconstruction • Failures: • Slow and fragmented responses to opportunities for peace • Continued reliance on humanitarian aid, and limited provision of long-term assistance • Insufficient investment in building capacity of education system • Recommendations: • Make an early transition to long-term development assistance • Focus on capacity-building, including education management information systems • Strengthen (and reform) the EFA Fast Track Initiative

16. Failures of peacebuilding: • Failures: • Limited efforts to undertake conflict risk assessments for education policy • Education insufficiently integrated into strategies for conflict prevention and post-conflict peace-building • Recommendations: • Focus on equity and address real (and perceived) grievance • Reform curriculum and language of instruction for shared identity • Make schools non-violent environments • Expand the UN Peacebuilding Fund, enhancing the role of UNESCO and UNICEF

17. Sudan in the world educationleague GER in secondaryeducation Participation rates NERin primaryeducation

18. Gender gaps - among the largest

19. Inequalitiesacross and within states 140% Gross enrolment ratios in primaryeducation Male 120% 100% Average 80% Female 60% 40% W. Bahr- 20% El- Ghazal 0% National East. Equatoria Centr. West. Lakes Warrap N. Bahr - - Jonglei - Unity Upper Nile Equatoria Equatoria Ghazal El

20. South Sudan's teacher profile Primary teachers’ professional qualifications by type of qualification, 2010 Untrained (28%) 7339 Unknown 2322 Diploma (9%) 5445 4204 In-service (20%) Pre-service (16%)

21. 1 www.efareport.unesco.org