Community contributions to education in conflict situations.
Community participation is a common phrase in the development and education sectors, along with the accompanying terms of good governance, rights, ownership and accountability. Communities, both during and after conflict, face additional challenges that may make positive engagement in education difficult, but at the same time education can contribute greatly to reconstruction efforts and conflict resolution. During conflict the retreat of the state from the provision of public services creates a gap that is often filled by non-state actors to help ensure continuity of learning. Communities, recognising the intrinsic worth of education. Community provision of education can be highly successful and can provide a foundation for partnerships with the state after the conflict has subsided. But participation is not invariably positive. The research set out to explore the type of roles communities play in the provision of education and the conditions or factors that can tend towards either dissembling community involvement or encouraging positive engagement, in both emergency and reconstruction settings. The research draws from the experience of communities in a variety of contexts; this includes prolonged instability with fluid settings ebbing between conflict and post-conflict situations, significant refugee and internally displaced communities, and reconstruction, sometimes with periodic flare-ups of fighting.
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.
Globally, there are 70.8 million forcibly displaced persons. Among these are 25.9 million refugees, over half of whom are children. Effective teacher management is key to ensuring inclusive, equitable, quality education for these young people, and teachers constitute the most important factor affecting student learning. In crisis and displacement situations, the role of teachers is particularly significant: they are sometimes the only resource available to students. This report investigates teacher management in refugee contexts in Ethiopia, and is the first in a series of country reports. It contributes to a burgeoning body of evidence about teachers in refugee contexts and aims to provide policy guidance to support ministries of education.