This literature review outlines key developments, methodological tools and analytical frameworks in governance, political economy and conflict analysis, particularly in relation to the education sector in fragile situations.
The review of the literature and tools revealed that frameworks which incorporate political economy and conflict analysis approaches into assessments of the education sector, or into assessments of particular issues within the education sector, are lacking. It is clear that donor approaches to political economy and conflict analysis respectively are better developed at macro-levels. There are fewer tools and frameworks available on political economy analysis at the sector-level and of those which do exist, none is specifically adapted for the social sectors. Having said this, the past decade has seen a substantial generation of literature and frameworks related to education and fragility. Due to the difficulty of measuring fragility, these tools have generally focused on indicators related to conflict, security and governance. They have given greater prominence to the impact of the conflict on education provision or accessibility and to the sources of grievances related to education which may have stoked the conflict, rather than also infused with political economy approaches, identifying the key drivers of positive and negative change. The tools have also tended to revert to more traditional approaches to governance assessments.
This literature review outlines key developments, methodological tools and analytical frameworks in governance, political economy and conflict analysis, particularly in relation to the education sector in fragile situations.Download now
This literature review outlines key developments, methodological tools and analytical frameworks in governance, political economy and conflict analysis, particularly in relation to the education sector in fragile situations.Appendices
At the end of 2022, there were 108.4 million forcibly displaced persons. Among these are 35.5 million refugees, over half of whom are children. Effective management of teachers is central to ensuring inclusive, equitable, and quality education for these children and young people, as teaching quality constitutes the most important factor affecting students’ learning. This report, the final in a series of country reports, investigates teacher management in refugee contexts in Uganda. It contributes to a burgeoning body of evidence about teachers in refugee contexts and aims to provide policy guidance to support ministries of education.
The work of teachers is crucial in any education system, but in refugee settings, their role is particularly significant. These teachers are sometimes the only educational resource available for learners in these vulnerable settings and may also provide critical socio-emotional support for refugee learners. In this article, the first in a series on durable solutions to the challenges faced by teachers in refugee settings, we explore the importance and implications of fostering an enabling environment for these teachers.
Children account for 41% of the over 89 million people who are forcibly displaced worldwide, and education is key to their life chances. It is therefore critical to consider the question of who teaches refugees, what challenges these teachers may face, and what support is needed to ensure better teaching and learning outcomes in these communities. Refugee teachers are an absolutely vital resource in their communities but have not received sufficient attention in the past. Here, we reflect on our research and expertise working with teachers of refugees to provide insights into the crucial ways in which they can be effectively supported.