INEE Conflict Sensitive Education Training

INEE Conflict Sensitive Education

Training

At the end of this module participants will:

1.Understand why conflict sensitive education is important.

2.Know the three-part definition of conflict sensitive education.

3.Know when conflict sensitive education should be used or is applicable.

4.Be familiar with the INEE Conflict Sensitive Education Pack.

Why focus on conflict sensitive education?

1. Access to quality education is a human right

2. The right to education is not

being fully realized

3. Education can contribute to conflict and

peace

Two Faces of Education

When given in conflict affected contexts education can:

• reinforce and prolong the conflict, and

• reduce tensions and strengthen people’s capacities to disengage from conflict.

How Education Can Affect Conflict

The distribution of education resources…

Adapted from M. Anderson’s book Do No Harm

affects intergroup relationships

affects markets and supply chains

legitimizes actors and agendas

incentivizes continuation of the status quo

affects knowledge, attitudes and values

So….

How do we ensure the education programs and policies we deliver

do not make conflict worse?

Guiding PrinciplesTo raise awareness and adopt as standards of practice.

Guidance NoteTo build capacity on key concepts and strategies.

Reflection ToolTo assess, monitor or evaluate a programme.

Defining Conflict Sensitive Education

3. Act to minimize negative impacts and

maximize positive impacts of education

policies and programming on

conflict

2. Analyze the two-way interaction

between the conflict context and

education programs and policies

Step 1: Understand the context

What do we need to know about the conflict context?

Education

?

?

?

?

What is conflict analysis?

Actors Causes

Dynamics Profile

Why do a conflict analysis?

EducationFor whom?By whom?

What?When?How?

Where?

Actors

Conflict Dynamic

s

Conflict Causes

Conflict Profile

Step 2: Analyze the interaction between education and context

What do we need to analyze?

EducationFor whom?By whom?

What?When?How?

Actors

Conflict Dynamics

Conflict Causes

Conflict Profile

INEE CSE Pack Reflection Tool

Questions Your Responses Follow-up and References


3. ?




5 Domains of theINEE Minimum Standards________________________________________________________

1. Foundational Standards2. Access and Learning

Environment 3. Teaching and Learning4. Teachers and other

Education Personnel 5. Education Policy

INEE CSE Pack Guidance Note

Conflict Sensitive Strategies for Training, Professional Development and Support

For example, if the conflict analysis finds….

Then consider….

• That rather than reflecting the diversity of the learners, the teaching force is drawn from one language and ethnic group, which is causing intergroup tensions

• Provide equitable training to teachers of all backgrounds and from all regions of the country and consider incentives to underrepresented teachers such as women teachers and teachers in remote locations

• Pre-service teacher training is segregated by ethnic group and content includes nothing on tolerance of difference or social cohesion

• Include in training content: human rights, inclusive pedagogy, addressing historical memory

• Stop ethnic segregation of pre-service teacher training.

Where and when is CSE applicable?

Applies Across All Phases of Conflict

Acute Conflict Outbreak

Conflict Sensitive Education

Post ConflictReconstruction

Applies across types of work

Cross-sectoral Humanitarian Development Peacebuildin

g

Conflict Sensitive Education Programs and Policies

Student

Classroom

School Community

Geographic Programme Area/District

Education System(s)

Applies Across All Levels of Education

Conf

lict S

ensit

ive E

duca

tion

Real examples of Conflict Sensitive Education Strategies

Classroom level

Anti-bias teaching

methods and materials

School level Community protection

mechanisms of learning

environments.

Policy levelCoordinated

ed actors conduct 5

subnational consultations

INEE CSE Pack Guiding Principles

Activity

Handout #1 Introduction to Conflict Sensitive Education

Time: 25 min. in group, 15 min. discussion Instructions:

1. Read the text. 2. Then discuss with your group the possible

answers to the corresponding questions. 3. Request one participant to write down the

answers on scratch paper.

What Conflict Sensitive Education is/is not

-Context specific, reflecting findings of a participatory conflict analysis -An ongoing approach to both the “how” and “what” of education delivery-An approach at all levels of education, tools and beyond-Quality education that pro-actively seeks to minimize contribution to conflict

-Generic, externally defined/imposed-A prescriptive list of “what”-A one-time education activity/or conflict analysis-(only) a peacebuilding classroom curriculum-(only) quality education in a conflict context-(only) a national level policy issue




INEE Conflict Sensitive Education Resources

Find the INEE Conflict Sensitive Education Pack onthe INEE website at:

http://www.ineesite.org/en/education-fragility/conflict-sensitive-education

Find the INEE Conflict Sensitive Education Training Materials at:http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1159

For more information on INEE and its working groups visit www.ineesite.org



http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1159

Supplementary Slides

Analyze the interaction between education and context

Implicit Ethical Messages

Resource Transfers

Peacebuilding vs. Conflict Sensitivity

Peacebuilding Conflict Sensitive Education

• Working on conflict• Mandate is peace• Expansion of a program

to work directly on peace• Promote peace• Specialized programs

that address political transformation

• Lays the foundation for education

• Working in conflict• Mandate is education• Improving existing ed

programs • Do no harm• Education programs that

avoid unintended negative consequences

• Lays the foundation for peacebuilding

Why do a conflict analysis? Where to

program?

What should we

deliver?

How

should we

deliver?

Whom should we target?

By whom

should the work be

done?

When to deliver? Conflict Sensitive EducationStrategies

Step 1: Understand conflict context

Step 2: Analyze interaction between education and the conflict context

Education

Conflict Actors

Conflict Dynamic

s

Conflict Causes

Conflict Profile Education

Actors

Conflict Dynamics

Conflict Causes

Conflict Profile

What is a conflict analysis?

What Systematic study of conflict background, conflict causes, actors and dynamics.

When In design phase and reviewed systematically throughout life of programme or policy.

WhoStakeholders within and outside the education sector, e.g.

non/government, multilaterals, local/intl. NGOs, local authorities, peacebuilders.

HowDesk research, consultations, and analyses, e.g. situational,

stakeholder, conflict causality, conflict dynamics, and education prioritization.

Where

Tailored to the intended programme or policy area (national, subnational, district, catchment area, etc.)

INEE CSE Pack and Training Development Process

INEE Open, global network of 10,000+ members in 170 countries 3 Working Groups (Minimum Standards, Education and Fragility, Education Cannot Wait

Advocacy)

INEE CSE Pack 2013 Led by the members of the Working Groups: Minimum Standards and Education and

Fragility Developed though consultative process including piloting of tools

INEE CSE Training 2014 Led by members of INEE Minimum Standards Group Developed through consultative process including pilot testing: 55 organizations, Liberia

and Harvard Graduate School of Education, 20 countries

Conflict Analysis


1.Know what a conflict analysis is and where, when, and how it is conducted.

2.Understand why a conflict analysis is critical to conflict sensitive education.

3.Be able to apply a mini-conflict analysis.





conflict








conflict




Activity: Why do we need a conflict analysis?

1. To understand the background and history of the situation as well as current events

2. To identify all the relevant groups involved, not just the main or obvious ones

3. To understand the perspectives of all these groups and how they relate to each other

4. To identify factors and trends that underpin conflicts5. To begin to see openings to address the conflict situation, build

peace, resolve conflicts6. To provide a map of the environment in which we are going to

program7. To engage stakeholders to participate and develop a shared

understanding of the context8. To inform our selection of education program and policy strategies

so that we can avoid contributing to conflict and promote peace


What do we need to know about the conflict context?

Education


A conflict analysis examines…

Education

actors

profile

dynamics

causes

Conflict Analysis

Positions Interests Needs Capacities (for conflict or

for peace) Relationships

Actors

Conflict Analysis: The Conflict Actors Map

Primary Party

Primary Party

Secondary Party

Secondary Party

Secondary Party

Stakeholder

Stakeholder

Issues

Issues

Conflict Analysis

• Root / Structural• Proximate• Triggers

Causes

Rrënjët Srž

Effects

Conflict Analysis: The Conflict Tree

Conflict Issue

Root Causes

Conflict Analysis

• Trends – patterns over time

• Windows of opportunities – identifying the strengths

• Scenarios – predict what is likely to occur in the future

Dynamics

Conflict Analysis: Trends Overtime

Conflict Analysis

• History• Political, economic,

socio-cultural, environmental and security context

Profile

Conflict Analysis: Profile Map

Conflict Analysis

Connectors – things that bring people together across lines of fighting/ conflict

Dividers – things that separate people

Analysis can be carried out at different levels of the conflict depending on where you are programming.

Macro-level: Explores the origins and dynamics of international/national level conflicts

Meso-level: Explores the origins and dynamics of regional/State level conflicts

Micro-level: Explores the origins and dynamics of city/village (community, schools, households, inter-personal, intra-personal) level conflicts

The conflict analysis toolshed

•UN Post Conflict Needs Assessment•Conflict Analysis Framework

United Nations & World Bank

•US Interagency Conflict Assessment Framework•UK Strategic Conflict Analysis/Assessment•Sweden Power Analysis•Netherlands Strategic Governance and Corruption Analysis

Governments

•West Africa Network for Peacebuilding’s Conflict Analysis and Response Definition: Abridged Methodology•Care’s Benefits/harms Handbook•World Vision’s Making Sense of Turbulent Contexts•Collaborative Learning Project’s Do No Harm Analysis•CPR Network’s Peace and Conflict Impact Assessment

Non-governmental organizations

• www.conflictsensitivity.org for a summary of 15 conflict analysis tools in The Resource Pack

• http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1151 for summary of multiple tools in The INEE Toolkit

Reviews and lists of tools

Conflict analysis

Keep it live

Keep it real

How can an individual’s perception impact conflict analysis?

• National staff?• International staff?• Staff from one identity group?• Staff from one language group?

• Which actors should be involved in a conflict analysis?

Activity: Perceptions matter!

Who to Involve: coordination and participation

Government agencies Courts, human rights lawyers, human rights

organizationsUN agenciesLocal and international non-governmental

agencies Village reconciliation structures Local religious organizationsMediaTruth and Reconciliation (if appropriate)

5 Steps for ‘Good Enough’ Conflict Analysis in an Emergency Response

Speak with at least 3 other colleagues who know the context to

identify conflict triggers.

Speak with at least 3 conflict experts on

conflict actors, dynamics and

causes.

Convene key staff to discuss conflict

issues emerging and potential mitigation

measures.

Hold a focus group discussion on conflict triggers and how to

mitigate them.

Apply conflict analysis tool.

7 Questions for ‘Good Enough’ Conflict Analysis in an Emergency

Response1. What is the history of the conflict in the area being

assessed?2. What is the conflict about? (probably more than 1 thing)3. What groups are involved in the conflict and the

program?4. What divides these groups5. What connects these groups?6. Where are the conflict-affected areas and the program

areas geographically located?7. Does conflict get worse at any particular time or period?

Activity: Conflict Analysis

Handout #2A Conflict Analysis Time: 1 hour group work, 15 min. discussionInstructions:1.Working in groups, choose to use your case study (recommended) or the one provided on Sierra Leone.2.Reflect on your case study to answer the 7 ‘good enough’ conflict analysis questions.3.Request one participant to write the answers on flip chart paper.

Recap

1. What is the purpose of a conflict analysis?

2. Conflict analysis is the systematic study of what?

3. Regarding causes of conflict, what is the difference between a root cause and a trigger?

4. When should a conflict analysis be done?

Questions ?

Conflict Sensitive Education Resources on Conflict Analysis

• For a brief overview of some of the most well-known conflict analysis tools see: Conflict Sensitivity Consortium. (2004). Conflict Sensitive Approaches to Development Humanitarian Assistance and Peacebuilding: A Resource Pack. www.conflictsensitivity.org

• The INEE Toolkit offers a selection of guidance and resources for conflict analysis as well: http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1151

• Page 54 of the INEE Guidance Note on Conflict Sensitive Education. http://www.ineesite.org/en/resources/inee-guidance-note-on-conflict-sensitive-education

• Other local resources?

http://www.conflictsensitivity.org/


http://www.ineesite.org/en/resources/inee-guidance-note-on-conflict-sensitive-education

http://www.ineesite.org/en/resources/inee-guidance-note-on-conflict-sensitive-education


Ensuring the education assessment is undertaken in a conflict sensitive way

Who is involved in collecting the data? Who is being asked? How is information being collected? What information is collected from which

sources? How do they compare? What are the assumptions of the assessment

tool?

Activity: Conflict Analysis

Handout #2B Conflict Analysis Time: 1 hour group work, 15 min. discussionInstructions:1. Working in groups, choose to use your case study

(recommended) or the one provided on Sierra Leone.2. Review the two tables: Actors Analysis, and Conflict

Causes and Dynamics.3. Read your respective case study while keeping a look out

for the information necessary to complete the two tables.4. Fill in the two tables on flip chart paper, 1 set for each

group.

Break Time

Analyze the Interaction Between Education Programs and Conflict


1. Understand why the details of programs matter in being conflict sensitive.

2. Understand how education and conflict interact in a specific context.

3. Be able to analyze the interaction between the program details and the conflict.


3. Act to minimize negative impacts

and maximize positive impacts of education policies

and programming on conflict

2. Analyze the two-way

interaction between the

conflict context and education programs and

policies

1. Understand the conflict

context

Interaction between conflict and education parameters

Education

For whom?By whom?

What?When?How?

Where?

Program Parameters: Why?

What are the needs that led us to plan this program in the first place?

To whose perception of needs are we responding?

What do we hope to change through the intervention?

Why us? What is the added value that our organisation brings to addressing this need?

Program Parameters: Where?

Why did we choose this location? What criteria did we use?

Why these sites and not those sites? Why on one side of the front lines and not both? Is there any way our programming could

become caught up in disputes over land claims? Does working with IDP communities in this

location help legitimise and make permanent their dislocation?

Program Parameters: For Whom?

How did we chose the beneficiaries? What was the criteria for choosing some people and not others?

Who did we leave out and why? If there are already tensions over targeting, what

underlies these tensions? Are we targeting one faction of the conflict? Who else benefits from our program (those we

rent buildings from, those who print our textbooks etc.)?

Program Parameters: By Whom?

Who are our staff (ethnicity, faction lines, nationality, gender)? What language(s) do they speak?

What is the proportion of local/expatriate or one faction or the other?

How were they selected – what were the hiring criteria, and do those criteria differ in different places?

How are we, as an agency and as individuals perceived?

Program Parameters: How?

What is our mechanism of delivery? How exactly do we work? What forms of decision making do we promote

with communities? Do those involved in decision making represent the communities?

How exactly do we behave? Is there a difference between local staff and ex-pats?

Program Parameters: When?

What is it about the current situation that makes right now the right time for the intervention?

How long is our intervention going to last? (How will we know when our intervention is finished? What are the criteria? Is there an exit strategy?)

Have there been delays? Does the program harmonise with the national

education system? Does the program observe holidays? Of which cultural group?

Program parameters: What?

What are the resources we will bring in? (money, training, vehicles, radios etc.) – be specific.

What kinds of resources are appropriate to these circumstances?

What language(s) are we planning to work in?




Activity: Handout #3A Education Program Parameters and the Conflict Analysis

Timing: 50 min. group work, 25 min. discussion

Instructions: 1.Working in your same groups, review your respective case

study’s program description (the one provided or your own).

2.Review the findings from the conflict analysis in Handout #2.

3.Fill out the table either on the worksheet or on flipchart paper.

Recap

1. Why is clarifying program parameters important for conflict sensitive education?

2. What are the program parameters?3. What is one example from your work of an

education parameter that interacts with conflict (positively or negatively)?

Questions ?

Interaction Between Education Program and Conflict

For lists of analysis questions regarding the interaction between education and conflict, look for these on the internet:

• INEE Education and Fragility Group. (undated). Analytic Framework Matrix of (over 200) Questions

• USAID. (2006). Education and Fragility: an Assessment Tool (150 questions)• Fast Track Initiative. (2008). Progressive Framework: Discussion Document and

Guidelines. (30 questions)

Question list on knowing ourselves can be found in:• Risk Management Office of DFID and GTZ. (2005). A Guidebook to Safe and

Effective Development in Conflict: A Tool for Analysis (Draft)

INEE CSE Packhttp://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1148




Activity Handout #3B Education Program Parameters and the Conflict Analysis In Detail

Timing: 50 min. group work, 25 min. discussion

Instructions: 1.Working in your same groups, review your respective case

study’s program description (the one provided or your own).

2.Review the findings from the conflict analysis in Handout #2.

3.Fill out the table, beginning with one question per box/parameter and working across the columns. See example. If there is time, you may move on and do more questions per box/parameter.

Conflict Sensitive Strategies for

Domain 2: Access and Learning Environment


1. Understand the interactions between access and learning environments and conflict.

2. Know relevant key concepts, including: conflict sensitive implementation, inequity and grievance.

3. Be able to apply conflict sensitive strategies for Domain 2: access and learning environments.








policies


context

Activity

With a partner, for 5 minutes, read the standards, then discuss the question below.

1. In your work context, what are the barriers (challenges) to achieving these standards?

2. How does not meeting the standards lead to conflict?

Strategies for Conflict Sensitive Access and Learning Environment

For example, if the conflict analysis finds…..

Then consider….

• Limited access to primary education by rural youth was a root cause of the initial conflict

• Include rural youth in the conflict analysis focus groups

• Include diverse members of the communities in the design of a youth centered program

• Communicate continuously with the target area to ensure the program is reaching the agreed target population

• Ensure TVET is informed by local market dynamics and does not threaten existing jobs

Access: opportunity not grievance

Education reform in conflict-affected contexts is an opportunity to correct historic barriers to access and the related grievances.

UNICEF/ sierra Leone

Access: challenging cultural norms

If we are to challenge cultural norms, how do we do this in a way that

doesn’t contribute to tensions or violence?

Access: Equality vs. Equity

Protection and Well-being

Schools can be protective.

Schools can increase child

protection risks.

Protection from 3 types of violence

Direct violence – children are killed

Structural violence – children die through poverty

Cultural violence – whatever blinds us to their death through poverty, or ways we seek to justify it

Any resource transfer in a resource scarce environment may be perceived as biased and therefore lead to conflict.

Facilities and Services

Example CSE Strategy

Community based zones of peace

SZOP in Nepal LIZOP in The

Philippines

Ckoons/2008/Baglung, Nepal

ActivityHandout #4 Implementation of Conflict Sensitive Access and Learning EnvironmentTiming: 30 min. group work, 20 min discussionInstructions: At each table is an envelope of strips of paper with conflict sensitive education strategies on them. 1. Working with your group, read each strategy. 2. Write on flip chart paper the INEE Minimum Standards headings: Equal

Access, Protection and Well-being, and Facilities and Services, one heading per paper.

3. Then in discussion with your group, review the strategy, decide which standard it relates to and why.

4. Tape each strategy under the appropriate heading on the flip chart paper. 5. On the blank strips of paper write additional conflict sensitive strategies

that support access and the learning environment. Then add them to the flip chart.

Review

1. How can education access and learning environment interventions relate to conflict?

2. What is one strategy for delivering conflict sensitive access and learning environments?

3. What is one resource for additional ideas on conflict sensitive strategies for access and learning environments?

Questions ?

Conflict Sensitive Education Resources on Access and Learning Environment

• The INEE Conflict Sensitive Education Pack http://www.ineesite.org/en/education-fragility/conflict-sensitive-education

• Iyer, P. (2004). Peace Zones of Mindanao, Philippines: Civil Society Efforts To End Violence. http://www.cdacollaborative.org/media/88171/STEPS-Peace-Zones-of-Mindinao-Philippines-Civil-Society-Efforts-to-End-Violence.pdf

• GCPEA. (2011). Study on Field-based Programmatic Measures to Protect Education from Attack. http://www.protectingeducation.org

• UNESCO EFA. (2010). EFA Global Monitoring Report 2010: Reaching the Marginalized. http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2010-marginalization/

• UNESCO EFA-GMR (not dated). Inequalities in Education. p.4 http://unesdoc.unesco.org/images/0022/002204/220440E.pdf

• UNICEF, Plan West Africa, Save the Children Sweden West Africa and ActionAid. (2010). Too Often In Silence: A report on school based violence in West and Central Africa. http://plan-international.org/files/global/publications/campaigns/Too_often_in_silence_English.pdf

• UNICEF. (2012). Child Protection in Educational Settings: Findings from Six Countries in East Asia and the Pacific Strengthening Child Protection Systems Series: No 2. http://www.unicef.org/eapro/CP-ED_Setting.pdf



http://www.cdacollaborative.org/media/88171/STEPS-Peace-Zones-of-Mindinao-Philippines-Civil-Society-Efforts-to-End-Violence.pdf

http://www.cdacollaborative.org/media/88171/STEPS-Peace-Zones-of-Mindinao-Philippines-Civil-Society-Efforts-to-End-Violence.pdf

http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2010-marginalization/

http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2010-marginalization/

http://unesdoc.unesco.org/images/0022/002204/220440E.pdf

http://plan-international.org/files/global/publications/campaigns/Too_often_in_silence_English.pdf

http://plan-international.org/files/global/publications/campaigns/Too_often_in_silence_English.pdf

http://www.unicef.org/eapro/CP-ED_Setting.pdf


How to challenge education cultural norms in a conflict sensitive way?

Examples from Afghanistan Find allies amongst influential people Build your case within their language and

values Bring moderate proxies into the project to

gain acceptance from more extremist actors

Education Inequalities and Conflict: Democratic Republic of Congo

DRC 2010 Percentage Never Been to Primary School, aged 7-16

Protection and Well-being: Social Emotional Learning

Social emotional learning (SEL) is the development of internal, psychosocial protection measures, such as empathy, identification of feelings, and conflict resolution.

Conflict sensitive SEL should: Grow out of the needs of the identified

community members Be guided by the community members’

mapping of the growth and healing they hope to see

Conflict Sensitive Strategies for Domain 3:

Teaching and Learning


1. Understand the interactions between conflict and teaching and learning.

2. Be able to apply conflict sensitive strategies for domain 3: teaching and learning based on conflict analysis findings.

For example, if the conflict analysis finds…..

Then consider….


• Provide equitable training to teachers of all backgrounds and from all regions of the country

• consider recruitment incentives for underrepresented groups

Education Assessment and Conflict Example

In 2006 an analysis of education in Nepal revealed that eighty percent of private school students passed the School Leaving Certificate examination, compared to 20 percent of government school students. Government schools are instructed in Nepali language. Private schools are conducted in English. For the School Leaving Certificate Examination, if a student failed in one subject, such as English, they failed the entire exam.

How does conflict interact with teaching and learning?

Teaching and Learning

Implicit Ethical Messages

What are the values communicated through the education curricula, pedagogy and process?

ActivityHandout #5A: Conflict Sensitive Teaching and LearningTiming: 35 min. group work, 40 min. of presentations by groups

Instructions: 1.Review the relevant sections in the INEE Guidance Note on Conflict Sensitive Education pages, starting on pages 29 and 48.2.Prepare a 10 minute lesson on conflict sensitive strategies for your assigned standard that covers the following points. 3. You may use any teaching methodology for your lesson. Be as creative as you can. You may use markers, flip charts or any other supplies available.

a. What would you need to know from the conflict analysis to ensure your education strategies are conflict sensitive?

b. What are some conflict sensitive education strategies for this standard?

Questions ?

Conflict Sensitive Education Resources on Teaching and Learning

• Education Above All. (2012). Education for Global Citizenship. Doha: Education Above All. http://www.ineesite.org/uploads/files/resources/EAA_Education_for_Global_Citizenship.pdf

• Plan et. al. (2010). Too Often in Silence” A report on school-based violence in West and Central Africa. http://plan-international.org/files/global/publications/campaigns/Too_often_in_silence_English.pdf

• INEE. (2004-2008). Peace Education Programme. http://www.ineesite.org/en/peace-education

• Anti-Defamation League. Education & Outreach Anti-Bias Education Resources. http://www.adl.org/assets/pdf/education-outreach/Assessing-Yourself-Your-School-Checklist.pdf

• Teaching Diverse Students Initiative Classroom Resources. http://www.tolerance.org/classroom-resources

• Collaborate for Academic and Social Emotional Learning. http://www.casel.org/social-and-emotional-learning

• NAEYC. (2010). Anti-bias Education for Young Children and Ourselves. http://www.naeyc.org/store/files/store/TOC/254.pdf

• The INEE Conflict Sensitive Education Pack is available on the INEE Toolkit along with other vetted implementation tools and resources toolkit.ineesite.org/conflict_sensitive_education


http://www.ineesite.org/en/peace-education

http://www.tolerance.org/classroom-resources


Conflict SensitiveTeaching and Learning

Reflection Questions

Conflict Sensitive Strategies for Curricula

• Early recovery phase• Interim phase• Long-term recovery



Then consider….


• Provide equitable training to teachers of all backgrounds and from all regions of the country and consider incentives to underrepresented teachers such as women teachers and teachers in remote locations

• Pre-service teacher training is segregated by ethnic group and content includes nothing on social cohesion

• Include in training content: human rights, inclusive pedagogy, addressing historical memory

• Stop ethnic segregation of pre-service teacher training.

• Supply of education is inequitable for students largely because the most qualified teachers are placed in the few provinces least affected by conflict

• Explore incentive schemes and support models to encourage highly skilled teachers to serve in conflict affected and hardship posts.


Conflict Sensitive Strategies for Instruction and Learning Processes

For example, if the conflict analysis finds…

Then consider…

• Due to exclusion from public education during colonial period, parental mistrust of certain donors’ approaches to education support

• Coordinate with parents so they understand the teaching methods/content

• Colonial mandate of one language of instruction, which marginalized a large portion of the population

• Ensure participatory conflict analysis informs the language of instruction decisions going forward

• Post conflict reconstruction included quick recruitment of minimally qualified teachers who are drawing upon their own biased version of national history

• In in-service teacher training, encourage self-inquiry of teachers own biases and versions of history

Alternatives to Violent Punishment

Positive Discipline Never includes forms of

violence, neither physical nor humiliating

Questions the action, never the person

Offers an alternative behavior

It produces positive learning in the child

It is not imposed with authority

Physical and Psychological Punishment It is a physical or

psychological form of violence

Questions the person's dignity, not the action

Does not offer an alternative behavior

Produces fear and obligation to obey, not learning

It is based on an abuse of power

Conflict Sensitive Strategies for Instruction and

Learning Processes

‘You are all my children, my beloved. There are no these ones and those ones, you are all Rwandan.

Conflict Sensitive Strategies for Assessment of Learning Outcomes


Then consider…

• National exam pass rates are extreme low for certain identity groups or regions of the country

• Make assessments accessible to all• Clean assessments of biased

content

• Donor support of exam reciprocity for only official refugee status students is causing intergroup tensions

• Pursue assessment reciprocity across relevant education systems for multiple affected groups

• Teachers of conflict-caused overcrowded classrooms are teaching to the test and thus excluding the peace education curriculum

• Include in assessments topics such as citizenship, tolerance, and shared experiences of history

ActivityHandout #5B: Conflict Sensitive Teaching and LearningTiming: 45 min. group work, 15 min. discussion

Instructions: 1. Review the article.2. Answer the reflection questions.

Conflict Sensitive Strategies for Domain 4: Teachers and Other Education Personnel


1. Understand how conflict interacts with teacher recruitment, conditions of work and support.

2. Know conflict sensitive strategies for teacher recruitment, conditions of work and support.

3. Understand what bias is and know how to avoid it in teacher recruitment.

Activity

WHAT DO YOU THINK?Time: 10 minutesInstructions: 1. Form a group of 3. 2. Pick one of the three standards to work on.3. Discuss with your group how conflict interacts

with that standard, in your working context.

Conflict Sensitive Strategies for Recruitment and Selection

If the conflict analysis finds…• Aid agencies are perpetuating historic discrimination in

teacher hiring, causing grievances among locals.

• Youth in a far Eastern province are protesting because of the low quality teachers that are sent to their high schools.

• The emergency response raised the educational expectations of previously marginalized groups which are not being fulfilled in the transition to development.


What makes a teacher conflict sensitive?

• Know?• Understand?

• Be able to do?


• Understands the conflict, root causes and dynamics and the need for conflict transformation

• Knows education for all is a human right• Self-awareness of own biases and of how their own actions

in/around learning environment may be perceived by different groups in different contexts

• Possesses good inter-cultural sensitivity and understanding of learners and families

• Able and willing to have a conversation with learners about conflict

• Able to see the link between equal access to quality education and prevention and mitigation of conflicts

• Able to gather and analyze information in various ways and challenge assumptions

What is bias?

Conflict Sensitive Strategies for Recruitment and SelectionBias1. Is learned through the socialization process of

direct and indirect experiences of others2. Develops into assumptions about the “other”3. Inhibits our ability to be neutral4. Affects the way we work with others5. Can cause or contribute to existing tensions

and conflict

Conflict Sensitive Strategies for Compensation and Conditions of Work

For example, if the conflict analysis finds…• Inequitable teacher compensation for

teachers in conflict affected posts• Aid agencies have caused inequities in

teacher compensation resulting in public teacher strikes

• Lack of trust or confidence in government and banking systems is a conflict driver.

Conflict Sensitive Strategies for Support and Supervision

Support Equitable training for new identity groups, under

qualified Supplemental in-kind support to teachers in hardship

posts Peer support structures for groups of teachers in

hardship posts

Conflict Sensitive Strategies for Compensation and Conditions of Work

Examples from: South Sudan Afghanistan

Ckoons/South Sudan/2012

ActivityHandout #6: Conflict Sensitive Practices for Teachers and Other Education Personnel Timing: 35 min individual and pair work, 10 min. discussionInstructions: 1.Working on your own, explore how effective you are at promoting a bias free education environment by answering the following questions. 2.When you are finished, find a partner to discuss your reflections. You may use the following questions as a guide for your discussion.

a. How did your perception of your own bias change after finishing the activity?

b. How could a tool like this be useful in your work when supporting teacher recruitment, selection or supervision?

c. Why is it important for both recruiters and those being recruited to be aware of bias?

d. What changes would you make to the tool to adapt it to your own context?

Review

1. Give one example of a conflict sensitive competency?

2. Explain how teacher compensation practices could lead to conflict.

3. Describe a conflict sensitive strategy for teacher support.

4. How might bias teacher recruitment lead to conflict?

Questions ?

Resources for conflict sensitive strategies for teachers and other education personnel

• INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement, and Post-Crisis Recovery. http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1006

• UNESCO IIEP Guidebook for Planning Education in Emergencies and Reconstruction. Chapter 15: Identification, Selection And Recruitment Teachers http://www.iiep.unesco.org/fileadmin/user_upload/Cap_Dev_Technical_Assistance/pdf/Guidebook/Guidebook%20Chapters/GB_2009_3.1_final.pdf

• Anti-Defamation League Assessing Yourself and Your School Checklist [for anti-bias] http://www.adl.org/assets/pdf/education-outreach/Assessing-Yourself-Your-School-Checklist.pdf

• CfBT and Brookings Institute’s Building Effective Teacher Salary Systems in Fragile and Conflict-affected States: Policy Report http://www.brookings.edu/~/media/research/files/reports/2012/10/fragile conflict states winthrop/09_cfbt_brookingsreport.pdf

• Educators in Exile: The Role and Status of Refugee Teachers.http://secretariat.thecommonwealth.org/files/254665/FileName/EducatorsInExileInformationBrief.pdf



http://www.iiep.unesco.org/fileadmin/user_upload/Cap_Dev_Technical_Assistance/pdf/Guidebook/Guidebook%20Chapters/GB_2009_3.1_final.pdf

http://www.iiep.unesco.org/fileadmin/user_upload/Cap_Dev_Technical_Assistance/pdf/Guidebook/Guidebook%20Chapters/GB_2009_3.1_final.pdf

http://www.adl.org/assets/pdf/education-outreach/Assessing-Yourself-Your-School-Checklist.pdf

http://www.adl.org/assets/pdf/education-outreach/Assessing-Yourself-Your-School-Checklist.pdf

http://www.brookings.edu/~/media/research/files/reports/2012/10/fragile%20conflict%20states%20winthrop/09_cfbt_brookingsreport.pdf

http://www.brookings.edu/~/media/research/files/reports/2012/10/fragile%20conflict%20states%20winthrop/09_cfbt_brookingsreport.pdf

http://secretariat.thecommonwealth.org/files/254665/FileName/EducatorsInExileInformationBrief.pdf

http://secretariat.thecommonwealth.org/files/254665/FileName/EducatorsInExileInformationBrief.pdf



Conflict Sensitive Strategy for Teacher Supervision

Problem: Liberia undisciplined behavior of teachers is putting children at risk and decreasing quality of education resulting in grievances.

Conflict sensitive solution: Participatory and inclusive development of a teacher code of conduct.

Conflict Sensitive Strategies for Support and Supervision

Supervision Transparent, objective, participatory Codes of conduct

Conflict Sensitive Strategies for Support and Supervision ?

What do you think?Time: 5 minutesInstructions:Brainstorm with a partner for 5 minutes conflict sensitive strategies for teacher support and supervision.

Conflict Sensitive Strategies for

Domain 5: Education Policy


1. Understand how conflict interacts with education policy and law.

2. Be familiar with the international documents that support the right to education and the INEE CSE Guiding Principles.

3. Know conflict sensitive strategies for Domain 5: Education Policy based on findings of a conflict analysis.

Interaction between teachers/personnel and

conflict

Education Policy• Formulation• Implementation


If the conflict analysis finds…

• Under decentralization of education, those in the marginalized region perceive they have received less power and resource than the others, which is leading to grievances linked to structural drivers of conflict.

• Free and compulsory education national policy has led to school level conflicts between teachers and parents over informal school fees.

Activity

Time: 5 minutesInstructions:1. Below are some acronyms of the legal

documents that protect or support the right to education for all including in contexts of conflict. UNDHR, ICCPR, CEDAW, ICESCR, CRSR, UNSCR 1998, other?

2. Write down as many of the document titles as you can think of.

(Hint: you may find some answers in the INEE Guidance Note on Conflict Sensitive Education.)

Conflict Sensitive Strategies for Law Formulation

Educational law should…

1. Be aligned with human rights and international law

2. Ensure provision of and access to education without discrimination (including for refugees)

3. Reflect international law regarding the right to, and protection of, education in times of conflict

4. Be backed by accountability measures

Conflict Sensitive Strategies for Policy Formulation

Use a process that is inclusive and fosters social cohesion

Respond to multi-stakeholder demands

Conflict Sensitive Strategies for Policy Formulation

Use equity as a guiding principle of formulation Inform policies by disaggregated data on budget

allocations, enrolments, and teacher deployments

Ensure smooth transitions from short to long term policies

Conflict Sensitive Strategies for Planning and Implementation

Enforce equitable implementation in all regions

Continue participatory and inclusive dialogue

Integrate with other national strategies

Conflict Sensitive Strategies for Policy Planning and Implementation

Build state’s capacity to monitor and regulate non-government education providers

Plan education targets and resource inputs with consideration for equity

Monitor continuously




INEE CSE Pack Guiding Principles

ActivityHandout #7A Conflict Sensitive Practices for Education Policy Formulation and ImplementationTiming: 45 min. group work, 15 min. discussion

Instructions: 1.Read the puzzle piece you have been given.2.Determine which of the 6 principles it is relevant to.3.Find the other participants with pieces for that principle.4.Put your pieces in the order they appear on the INEE CSE Guiding Principles. 5.Tape your puzzle together on flip chart paper when finished.6.Put your group’s puzzle together with the others, in the right order, at the front of the room.

Review

1. What is one international legal document that supports the right to education for all?

2. What is one conflict sensitive strategy to education policy formulation or implementation?

3. What is one way you could use the INEE Conflict Sensitive Education Guiding Principles?

Questions ?

Conflict Sensitive Education Policy Resources

• Sigsgaard, M. (2012). Conflict-Sensitive Education Policy: A Preliminary Review. Doha: Education Above All. http://toolkit.ineesite.org/toolkit/INEEcms/uploads/1150/1_Sigsgaard_M(2012)Conflict-Sensitive.pdf

• Hausler, K. et. al. (2012). Protecting Education in Insecurity and Armed Conflict an International Law Handbook. London and Doha: BIICL and Protecting Education in Insecurity and Conflict (EAA) http://www.biicl.org/research/education/



http://toolkit.ineesite.org/toolkit/INEEcms/uploads/1150/1_Sigsgaard_M(2012)Conflict-Sensitive.pdf

http://toolkit.ineesite.org/toolkit/INEEcms/uploads/1150/1_Sigsgaard_M(2012)Conflict-Sensitive.pdf

http://www.biicl.org/research/education/




What is a peace dividend?

Conflict Sensitive Strategies for Law and Policy Formulation

Peace Dividend- A benefit available during peace that was not

previously available during conflict or war- Can be an incentive for society to maintain

peace

Activity

What do you think?Time: 10 minutesInstructions:1. With the group at your table, discuss these questions. You

do not need to write the answers.• What does a conflict analysis tell you that is useful for

policy making?• What are the challenges to implementing equity based

policies in conflict affected contexts? • How have you overcome these in your work?

Activity

Handout #7B Conflict Sensitive Practices for Education Policy Formulation and ImplementationTime: 45 minutes activity, 15 minutes presentation and discussionInstructions:1. Role-play as members of the Local Education Group.2. Choose one of the six INEE CSE Guiding Principles.3. Write a 2-minute advocacy speech to give at your next LEG

meeting about the Principle.4. Include in your speech:

a) What the INEE Guiding Principles for Conflict Sensitive Education are; b) Why the selected principle is important, andc) How (specific actions) the MOE could implement this principle.

Conflict Sensitive EducationMonitoring and Evaluation


1. Understand how monitoring and evaluation and conflict interact.

2. Know the 3 parts to conflict sensitive monitoring and evaluation.

3. Be able to apply the INEE CSE Pack Reflection Tool.

Monitoring and Evaluation

Deciding what to measure

Deciding how to measure it

Collecting information

Analyzing information

Adapting the education program or policy

How does conflict interact with monitoring and evaluation?

Education Monitoring and Evaluation

•How conflict sensitive was regular M&E?

•How has the conflict context evolved?

•How conflict sensitive was the program?

3 Parts to

Conflict Sensitive M&E




3 Parts to


Being conflict sensitive when we monitor and evaluate

Consider: Whose perspectives do we need to hear? How should we reach those people? How will the data collectors will be

perceived by the people being consulted? Will people feel safe to speak? Will people become angry when reflecting

on our questions?

Conflict Sensitivity and Types of Information

Type of information

Quantitative Numerical indicators of program performance

Numerical indicators of education system performance

Numerical indicators of inequities across program or system performance

Expected consequences

Qualitative Quotations Perceptions of relationship between

education components and the conflict Perceptions of the conflict dynamics Attitudes towards implementing agency or

other actors Unexpected consequences

Triangulation comparing information gathered across different sources

Disaggregationseparating information according to different characteristics

Validationpresentation of information to people familiar with the issues in order to elicit their feedback on accuracy

Conflict Sensitivity and Data Analysis

Education Inequalities and Conflict: Democratic Republic of Congo

DRC 2010 Percentage Never Been to Primary School, aged 7-16

•Was regular M&E done in a conflict sensitive way?



3 Parts to


Keeping the conflict analysis live and real

How have the actors, dynamics and causes of conflict changed throughout the

life of program or policy?




3 Parts to


How to monitor the interaction between project and conflict

• Education program/policy affecting conflict?

• Conflict affecting education program/policy?

• What are the perceptions of the education program/policy?

• Have there been negative (or positive) unintended consequences of this education policy/program?

How to monitor the interaction between program process and conflict?

Has the transfer of education resources contributed to conflict?

Has the behavior of staff contributed to conflict?

INEE CSE Pack Reflection Tool

Questions Your Responses Follow-up and References

ActivityHandout #8A Conflict Sensitive Practices for Education Monitoring and EvaluationTiming: 45 min. group work, 15 min. discussionInstructions: 1.Take out the Reflection Tool from your participant packet and your respective case study.2.Decide which part of the Reflection Tool is most relevant to where your respective case study is in the program cycle. 3.Do steps 1-4 of the ‘How to Use This Tool’. 4.Write your answers on your own copy of the Reflection Tool.

Review

1. List the three parts of conflict sensitive monitoring and evaluation.

2. Explain the difference between:a) delivering monitoring and evaluation in a

conflict sensitive way, andb) monitoring conflict sensitivity

3. Give one use for the INEE CSE Reflection Tool

Questions ?

Conflict Sensitive Education Resources on Monitoring and Evaluation

• Goldwyn, R. and Chigas, D. (2013). Monitoring and Evaluating Conflict Sensitivity: Methodological Challenges and Practical Solutions. Online: CARE and CDA http://www.cdacollaborative.org/media/89735/Monitoring-and-evaluating-conflict-sensitivity.pdf

• DFID. (2010). Working Effectively in Conflict-Affected and Fragile Situations: Briefing Paper 1: Monitoring and Evaluation. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/67696/summary-note-briefing-papers.pdf

• OECD. (2008). Evaluating Conflict Prevention and Peacebuilding Activities Factsheet 2008. http://www.oecd.org/dac/evaluation/dcdndep/39289596.pdf



http://www.cdacollaborative.org/media/89735/Monitoring-and-evaluating-conflict-sensitivity.pdf

http://www.cdacollaborative.org/media/89735/Monitoring-and-evaluating-conflict-sensitivity.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/67696/summary-note-briefing-papers.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/67696/summary-note-briefing-papers.pdf

http://www.oecd.org/dac/evaluation/dcdndep/39289596.pdf



How to monitor the interaction between project and conflict?

Causality vs. Contribution

Monitoring or evaluation?

1. Emphasis on monitoring rather than evaluation as we want to adjust programming

2. Incorporation of evaluative inquiry into monitoring processes to understand interaction with conflict

Should I develop indicators?

Sample indicatorsMonitoring the conflict Indicators Means of verification

What is the level of tension between refugee and host community over education services?

# of incidents of violence between host and refugee communities % who report tension with other group in target area

Survey / Interview Survey

Interaction: Conflict & Program

Indicators Means of verification

Is school construction favouring one group over another?

% of host and refugee communities perceiving the school construction as benefiting both communities

Survey

Are project staff able to travel to all program areas?

# days staff have been unable to travel to (each) program area due to security concerns

Security records of project office

Activity

Activity Handout #8B Community Participation and CoordinationTime: 30 min.Instructions: Working in your groups, discuss the following reflection questions.Ask someone to write down your answers. Reflection Questions:1.What are some of the ways community participation, or the lack of it, can

contribute to conflict?2.Can you think of some ways to ensure that community participation does

not trigger conflict?3.What are some of the ways coordination, or the lack of it, can contribute to

conflict?4.Can you think of some coordination strategies that will avoid education’s

contribution to conflict?

Reflection tool – M&E

4.1 does the monitoring tool include indicators that measure how the conflict contexts affects the education programme?4.2 Are the monitoring indicators disaggregated to show discrepancies? If so, do the discrepancies inform the programme?4.3 Is the conflict and education analysis reviewed and updated regularly, with adjustments made to programmes and budgets according to this analysis?

Reflection tool – M&E (cont.)

4.4 Are both the programme design and funding mechanism flexible and responsive to the conflict context?4.5 Are the different stakeholders providing and receiving feedback on the indicators?4.6 Have the intended or unintended consequences of the education programme been evaluated, or is there a plan to evaluate them?

Conflict Sensitive EducationConclusion

Two faces of Education

When given in conflict affected contexts education can:

• reinforce and prolong the conflict, and

• reduce tensions and strengthen people’s capacities to disengage from conflict.








policies


context




Please complete the INEE CSE training evaluation form now.

For more information and tools:http://www.ineesite.org/en/education-fragility/

conflict-sensitive-education

Thank You!

Documents

INEE Conflict Sensitive Education Training