Education and Fragility Newsletter
August 2012
Knowledge Capsule
For countries emerging from conflict, peace processes provide an important opportunity to improve education systems and help foster peace? However, of the 37 full peace agreements signed between 1989 and 2005 that are publicly available, 11 make no mention of education at all.
~Save the Children (2010)
Sound Bite
“The ‘highly educated’ are just as capable of turning to violence as the ‘uneducated’, and this emphasises the need to look more closely at the type of education that is on offer and the values and attitudes it is promoting. Simply providing education does not ensure peace.”
~Smith and Vaux (2003), Education, Conflict, and International Development, DfID, London

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Dear INEE Members,
Welcome to the INEE Education and Fragility Monthly Newsletter for the month of August 2012.
This newsletter contains information and resources of interest and relevance to those working in education in fragile and conflict affected contexts. It includes resources related to education, peace building and fragility; as well as information about programs that INEE member organizations are developing, and updates of the INEE Working Group (WG) on Education and Fragility. 
We encourage you to share with us any helpful resources and information that you encounter for inclusion in future updates and on the INEE website. Please forward your suggestions with related attachments and web links to
We hope that you will find this newsletter interesting and useful.
Maria Lucia Uribe Torres, Deputy Coordinator for Education and Fragility, on behalf of the INEE Working Group on Education and Fragility
  In this Newsletter  
Working Group Corner
News Work Bench Coming Up
  Working Group Corner  
Working Group Updates

INEE Survey of Training Programs for Teachers and Education Workers in Conflict Transformation and Peacebuilding – DEADLINE 30TH AUGUST
The INEE Working Group on Education and Fragility is looking for your contributions to a survey aimed at identifying specific teacher training programs. These recommended programs should focus on conflict-transformation and peacebuilding education addressed to teachers and education workers, and mainly but not exclusively, offered in contexts of fragility and overt violent conflict.
The focus is on tertiary education programs in a broad sense: university courses, vocational training, training courses offered by NGOs and other non-state actors. The results of the survey will be used to:
1.     develop a database that will be available through the INEE website, and
2.     identify examples for further research on conflict-sensitive training programs for teachers and education workers.
The survey will take you only 15-20 minutes and the deadline has been extended until the 30th of August. To complete the survey, please click on or copy this link to your browser:

We thank you for your time and contributions to this research. Your participation is extremely valuable as it helps to identify a wider variety of programs and approaches to training teachers in conflict-transformation and peacebuilding.
This survey is currently available only in English. We ask that responses be submitted in English, but relevant examples and materials in other languages are more than welcome.

If you have any comments or questions, please contact the research team led by the Dipartimento di Scienze dell'Educazione e dei Processi Culturali e Formativi of University of Florence -- Sara Chiarusi and Katherine Sciglitano -- at

INEE Education and Fragility Program Assistant – New Position

If you are passionate about education, peace building and conflict transformation and would like to develop your knowledge and skills in these areas, this is definitively the opportunity for you! The INEE Education and Fragility Program Assistant will support the Deputy Coordinator for Education and Fragility with activities related to facilitating the work of the INEE Working Group on Education and Fragility.  Application deadline: 3 September 2012

For more information, click here.
In the Spotlight

The Commonwealth Secretariat and Teacher Migration

Jonathan Penson is an Education Adviser working in the Social Transformation Programmes Division of the Commonwealth Secretariat. The Secretariat, which is a member of the INEE Working Group on Education and Fragility, provides policy advice to Commonwealth governments on specialised areas of political, social and economic development. In education, it is, among other things, currently working on the issues affecting forced migrant teachers and what governments can do to improve the institutional framework in which refugee teachers find themselves.
The Commonwealth Secretariat has been known for its work on teacher migration for quite some time. The Commonwealth Teacher Recruitment Protocol, for example, was produced in 2004 to establish principles for the ethical recruitment of international teachers. The Protocol does not specifically look at forced migration, however, and so this was discussed at a Commonwealth Research Symposium held with the UNESCO International Institute for Capacity Building in Africa in June 2011 in Addis Ababa.

It emerged that surprisingly little research was focussed on refugee teachers. It is known, however, that practising teachers are significantly under-represented in refugee camps. To replace these ‘missing’ teachers, NGOs and others providing education in emergencies often recruit people from the refugee community, giving them emergency training to be a teacher. As we looked more into it, it seemed that this might have quite significant impacts on the quality of teaching, and even, in some contexts, on access and equity. We thought that the issues facing refugee teachers which encourage them to leave the profession were worthy of exploration. If trained, experienced teachers could be encouraged to stay in the profession, and that should lead to better learning outcomes and greater efficiency. A follow-up question would be: what role can governments play in reducing the institutional barriers refugee teachers might face? To find out more, the Secretariat commissioned a study on the role and status of refugee teachers in education in emergencies.

To see full article and leave your comments, click here.


The United Nations Interagency Framework Team for Preventive Action

The United Nations (UN) Interagency Framework Team for Preventive Action is an internal UN support mechanism, currently comprised of 22 UN departments, agencies, funds and programmes, that work together to support the development of inter-agency conflict prevention/transformation initiatives. The Framework Team fills a unique niche within the broader conflict prevention and peacebuilding architecture, focusing on countries where there is no Security Council mandate, no peacekeeping force and no political mission.
Framework Team engagements focus on bringing different parts of the UN system together to  provide inter-agency support to UN Country Teams; develop thematic initiatives, such as exploring the nexus between human rights and conflict transformation; share experiences and encourage practice development for  conflict prevention specialists from both within and outside the UN system through the Conflict Prevention Community of Practice. Recognizing the cross-cutting nature of many of these issues, the Framework Team has also brought various UN agencies together to develop knowledge products for public use, such as preventing and managing land and natural resources conflict and an online self-pace course on conflict sensitivity, which shall be available in 2013.
In 2011, the Framework Team Secretariat (FTS) became a member of the Inter-Agency Network for Education in Emergencies (INEE) and participates in the Working Group on Education and Fragility.
For more information, please contact the Framework Team Secretariat at
  Work Bench  
Calls for Contributions
Forced Migration Review: Issue on Fragile States
(University of Oxford, Refugee Studies Centre)
Deadline for submission of articles: 1 October 2012
The combination of conflict and state fragility has been a major driver of forced displacement in many parts of the world. The international regime gives the state primary responsibility for the well-being and rights of its citizens and others present within its borders. Yet when the state itself is caught up in internal conflict, or lacking in authority, stability, capacity and governance systems or legitimacy, or any combination of these, the welfare and rights of displaced people can be severely compromised. Little of what is written about 'fragile states', however, deals explicitly with forced migration. The FMR editors are looking for practice-oriented submissions, reflecting a diverse range of opinions but focusing on situations of forced displacement, which address questions such as the following:
  • To what extent does forced migration contribute to state fragility, within particular states, or across regions?
  • What is it about state fragility that is most likely to result in forced displacement?
  • What special challenges does forced migration pose for processes of ‘state building’ and post-conflict reconstruction?
To read the full call for contributions, click here.

INEE Issue Paper: Supporting teachers in contexts of forced migration
(INEE Quality Education Task Team)
Deadline for contributions: 3 September 2012
In contribution to a paper that will be presented at the 2012 British Association for International and Comparative Education (BAICE) Conference, we are looking for good practice case studies and examples of education approaches that have been used to support the role of forced migrant teachers and to strengthen government support for the same. 
This paper will bring together education policies and programming related to teacher recruitment, teacher training, teacher compensation, monitoring and assessment in the context of forced migration. Challenges facing forced migrant teachers will be identified along with good practices and gap areas where more research is needed.
Please send your inputs by September 3rd to Arianna Sloat at
Please get in touch if you would like to make alternative arrangements regarding this time frame or prefer a phone/Skype interview instead of submitting this case study template. 
Thank you for your time and contribution!

Global Review: Prevention of armed conflict / armed violence
(Department of Peace Operations of PARTIR)
The Department of Peace Operations of PARTIR, the Peace Action Training and Research Institute of Romania, is carrying out a global review of key publications, strategies and policy papers on prevention of armed conflict/armed violence, to create a Guidance Note on prevention which will be made freely available. This includes:
  • Case studies and evaluations of prevention
  • Publications & scholarly or operational materials on methods and approaches to prevention
  • Toolboxes, handbooks, and ‘guides’ to prevention of armed violence, armed conflict and crisis prevention
We would also welcome documentation related to:
  • Prevention of genocide and mass atrocity
  • The link between development and prevention
  • Materials focussing specifically on structural and long-term prevention and building standing capabilities and resilience within states and society (including infrastructure for peace)
The focus is specifically on official documents, strategies and practical / operational publications, case studies and guides. If you have good materials which you believe should be included in the review, please send them to the DPO Coordinator Ana-Maria Seman at For more information on DPO, please write to
Conflict-sensitive Education Policy: a Preliminary Review
(Morten Sigsgaard)
This discussion paper, which was published by Education Above All (EAA) and was prepared in consultation with the INEE Working Group on Education and Fragility, focuses on conflict-sensitivity in relation to national education policy and planning in conflict-affected and fragile states. It reviews core issues of conflict-sensitive access, content and protection, while also stressing that conflict-sensitivity should be a cross-cutting issue in all education policy development and planning in at-risk settings.
Key recommendations include:

(A)   Mobilizing political will and capacity to make education conflict-sensitive. This includes conflict analysis focused on the role of education, and getting high level political support for conflict-sensitive approaches.
(B)   Promoting equitable access to all levels of education. Conflict analysis and geographical mapping can show that some ethnic or other groups do not have equitable access to educational opportunity. Equitable access is needed for each level of education.
(C)   Making curriculum, teaching and language conflict-sensitive. The content of education must be cleansed of bias and should actively support the building of a peaceful and harmonious society.
(D)  Strengthening emergency preparedness including protecting education from attack. Reference is made here to the GCPEA study on field-based responses, as well as education for former child soldiers and other ex-combatants, and the importance of preparedness.
(E)   Responding to other key issues identified in the national conflict analysis process, such as the adverse effect of corruption or ‘shadow governance’ on certain social groups, pros and cons of decentralisation, and policies for refugee education.”
This discussion paper is available here.

Transforming pre-service teacher education in Bolivia: from indigenous denial to decolonisation?
(Mieke T. A. Lopes Cardozo)
In line with a broader Latin American turn to the left, since 2006 Bolivia’s ‘politics of change’ of president Evo Morales includes a new ‘decolonising’ education reform called Avelino Sinani Elizardo Perez (ASEP). With the aim to break down deep historical processes of indigenous denial and exclusion in education, this ‘revolutionary reform’ envisions a radical restructuring of Bolivian society and a revaluation of indigenous epistemological, cultural and linguistic heritage through education. Inspired by Latin America debates on coloniality theory and theories of alternative knowledges, and geared towards broader socio-political processes of social justice, Bolivia’s envisaged education transformation is built around four pillars, being: (1) decolonization, (2) intra- and inter-culturalism together with plurilingualism, (3) productive education and (4) communitarian education. The transformation of pre-service teacher education in Bolivia’s Normales is seen as a crucial step in these processes of socio-educational change. This paper particularly focuses on the ways in which the new ASEP Reforms’ first two pillars of decolonisation and inter-/intracultural education apply to pre-service teacher education and how these discourses for change stand in contrast to various implementation challenges in the teacher education sector, including: a lack of conceptual clarity and information sharing with educators, long and complex processes of a negotiated teacher education curriculum and a general shortage of both teacher trainers’ and future teachers’ indigenous language skills. While Bolivia’s new decolonising education reform is contested by various educational actors, the paper also highlights how the changed socio-political make-up helps to fuel future teachers’ indigenous self-identification, cultural recognition and pluri-linguistic potentials.
Forthcoming in Compare: A Journal of Comparative and International Education. First published online 21 June 2012.
Click here to order the article.

Governance measurements for conflict and fragility: A comparative inventory
Governance assessment methodologies are applied by donor countries or organisations wanting to assess the state of affairs in countries in conflict, and fragile countries, to guide strategic choices on intervention, or to identify the key stakeholders with whom they could engage. This publication by the U.N. Development Programme aims to provide a representative catalogue of governance assessments and measurements initiatives conducted in conflict/fragile countries and territories. It attempts to give an insight into the scope and breadth of both UN and non-UN initiatives carried out over the last decade (2000 – 2010). In this regard, it is by no means meant as an exhaustive list but rather as a collection of noteworthy methodologies and individual initiatives from which some how-to lessons on the conduct of country-led governance assessments in conflict fragile environments can be drawn.
Click here to access this publication.
For-profit education and government provision – a false dichotomy?
(Pearson’s Michael Barber on BBC’s HARDtalk)
The United Nations had hoped that by 2015 every child would be able to go to primary school. But the last time they reported on progress to that goal they said 69 million children were still not getting an education - most of those in sub-Saharan Africa. Michael Barber has advised governments around the world about education. He's now working for the international company Pearson. It recently announced it would invest millions in private schools for the world's poorest families, in an attempt to demonstrate that for-profit education can provide high quality at a low cost to poor people across the developing world. Is that the right way to tackle the problem or could it undermine what governments are trying to do?
Click here to listen to this podcast that was aired on the BBC World Service’s HARDtalk on 13 August 2012.
Click here to read about Pearson’s Affordable Learning Fund.
  Coming Up  
International Conference on Peace Building through Education: Challenges, Opportunities, Cases
(The Foundation Magazine, and Peace Islands Institute of New York)
When: 24 September, 2012
Where: Times Center, New York, USA
This international conference aims to highlight the importance of educating children, especially at the level of primary and secondary school level, as an effective and sustainable method to prevent and solve the conflicts at all levels. The conference also intends to shed light on the successful cases, where the education has been utilized as a means to peacebuilding in conflict-stricken regions.
For more information, click here.

Muslim Perspectives on Peacebuilding
(Center for Global Peacebuilding, Claremont Lincoln University)
When: 12-13 October, 2012
Where: Claremont, California, USA
This international conference brings together extraordinary Muslim scholars and practitioners and scholars from diverse faith traditions and ethical approaches. Participants from all over the world will gather to present and exchange peacebuilding proposals. Sessions will provide interactive training on topics including reducing domestic violence, engaging across generations, handling interfaith conflicts when building masjids, using the arts in dialogue, developing peace studies programs, and the spiritual dimensions of peacebuilding.
For more information on the conference, click here.
The Inter-Agency Network for Education in Emergencies (INEE) is an open global network of over 7,500 practitioners, students, teachers, staff from UN agencies, non-governmental organizations, donos, governments and universities who work together to ensure all persons the right to quality, relevant and safe educational opportunities. INEE is a vibrant and dynamic inter-agency forum that fosters collaborative resource development and knowledge sharing and informs policy through consensus-driven advocacy. INEE also has a website with a wide range of resources for those working on education in emergencies, chronic crises and early recovery -
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