Global Public Goods and Challenges (GPGC) Options Paper on Education and Fragility

Research output: Book/ReportCommissioned report

Abstract

This paper was commissioned by the European Commission (EC), Education Sector (DEVCO B4).The overall aim is to strengthen the EU’s response to education in conflict-affected and fragilecontexts through analysis of evidence to identify the most effective options and approaches thatcan inform and guide future programme(s) as part of the EU GPGC thematic programme onEducation and Fragility (€28m up to 2020).
LanguageEnglish
Number of pages30
Publication statusAccepted/In press - Jun 2015

Fingerprint

EU
European Commission
education
evidence

Keywords

  • Education emergencies fragility European Commission

Cite this

@book{bbce4aab6b644866a15fe0c49d1cbedb,
title = "Global Public Goods and Challenges (GPGC) Options Paper on Education and Fragility",
abstract = "This paper was commissioned by the European Commission (EC), Education Sector (DEVCO B4).The overall aim is to strengthen the EU’s response to education in conflict-affected and fragilecontexts through analysis of evidence to identify the most effective options and approaches thatcan inform and guide future programme(s) as part of the EU GPGC thematic programme onEducation and Fragility (€28m up to 2020).",
keywords = "Education emergencies fragility European Commission",
author = "Alan Smith",
note = "Reference text: Avenir Analytics, (2015) Walk the talk - Review of Donors’ Humanitarian Policies on Education, Commissioned by Norwegian Refugee Council and Save the Children. Barakat, B.F. & Urdal, H. (2009) Breaking the waves? Does education mediate the relationship between youth bulges and political violence? Washington DC: World Bank. Barton, K. C. & Mccully, A. W. (2012) Trying to “see things differently”: Northern Ireland students’ struggle to understand alternative historical perspectives, Theory and Research in Social Education, 40(4), 371-408. Biton, Y. & Salomon, G. (2006) Peace in the eyes of Israeli and Palestinian youths: Effects of collective narratives and peace education program., Journal of Peace Research, 43(2), 167–180. Buckley-Zistel, S. (2009) Nation, Narration, Unification? The politics of history teaching after the Rwandan genocide, Journal of Genocide Research, 11 (1). Burde, D., Guven, O., Kelcey, J., Lahmann, H., Al-Abbadi, K. (2015) What Works to Promote Children’s Educational Access, Quality of Learning and Well-being in Crisis-Affected Contexts? INEE/DFID Rigorous Literature Review. Burde, D. & Linden, L. (2012) The Effect of Village-based Schools: A Randomized Controlled Trial in Afghanistan. National Bureau of Economics Research (NBER). http://www.nber.org/papers/w18039.pdf Bush, K. & Salterelli, D. (Eds.) (2000) The Two Faces of Education in Ethnic Conflict. Florence: UNICEF Innocenti Research Centre. Carfax Education (2014) Financing Education in Emergencies: Scoping Report. London: Save the Children. Collier, P. & Hoeffler, A. (2004) Greed and grievance in civil war, Oxford Economic Papers, 56(4), 563–595. Danish Institute for International Studies (DISS) (2013) Regaining a Future? Lessons Learned from Education of Young People in Fragile Situations. Copenhagen: Danish Institute for International Studies. DFID (2015) Delivering Quality Education in Protracted Crises: A discussion Paper. London: DFID. DFID (2004) Drivers of Change Public Information Note. London: DFID. Dolan, J., (2011) Making it happen: Financing education in countries affected by conflict and emergencies. London: Save the Children. Dolan, J. & Ndaruhutse, S. (2010) Save the Children UK’s financial flows, programme choices, and the influences of the Rewrite the Future Campaign, Background paper prepared for the EFA GMR 2011. Paris: UNESCO Global Monitoring Report. Edwards Jr., D. B. (2012) The approach of the World Bank to participation in development and education governance: Trajectories, frameworks, results. In Collins, C. & A. Wiseman (Eds.), Education strategy in the developing world: Revising the World Bank’s education policy. (pp. 249–273). Bingley, UK: Emerald. Ellison, C. S. (2014) The role of education in peacebuilding: an analysis of five change theories in Sierra Leone, Compare: A Journal of Comparative and International Education, 44:2 Ellison, C. S. (2012) A Global Overview of Education and Internally Displaced Persons in Ellison, C. S., & Smith, A. (Eds) Education and Internally Displaced Persons London: Bloomsbury Academic. FHI 360 (2015) Investment in Equity and Peacebuilding: Uganda Case Study. Report prepared for UNICEF. Gandhi Kingdon, G., Patrinos, H., Beteille, T., Little, A. Moe, T., Banerji, R., Aslam, M., Rawal, S., & Parton, B (2013) A Rigorous Review of the Political Economy of Education Systems in Developing Countries. Report prepared for DFID. GPE (2015) A Platform for Education in Crisis and Conflict: A GPE Issues Paper. Washington, US: GPE. Gurr, T.R. (1970) Why men rebel. Princeton, N.J: Princeton University Press. INEE (2105) Report from the INEE Global Consultation on Education in Emergencies and Protracted Crises, NYC: INEE. King, E. (2014) From Classrooms to Conflict in Rwanda. Cambridge University Press. Lopes Cardozo, M.T.A., Higgins, S., Maber, E., Brandt, C.O., Kusmallah, N., Le Mat, M.L.J (2015) Literature Review: Youth Agency, Peacebuilding and Education, Research Consortium Education and Peacebuilding, University of Amsterdam. Mario, N., Higgins, S., Ugur, M. & O. Valiente (2013) The Political Economy of Education Systems in Conflict Affected Contexts. Rigorous Literature Review prepared for DFID. Maoz, I. (2000) An experiment in peace: Reconciliation-aimed workshops of Jewish-Israeli and Palestinian youth. Journal of Peace Research, 37(6), 721–736. Menashy, F. & Dryden-Peterson, S. (2015) The Global Partnership for Education and the Evolution of Engagement in Contexts of Conflict and Fragility. Retrieved from: https://norrag.wordpress.com/2015/02/16/the-global-partnership-for-education-andtheevolution- of-engagement-in-contexts-of-conflict-and-fragility/ Nicolai, S. & Hine, S. (2015). Investment for education in emergencies: a review of evidence. London: Overseas Development Institute (ODI). Nicolai, S., Hine, S. & Wales, J. (2015). ‘Education in Emergencies and Protracted Crises. Toward a Strengthened Response’. Background paper for the Oslo Summit on Education for Development. London: Overseas Development Institute (ODI). Novelli, M. & Smith, S. (2011) The Role of Education in Peacebuilding: A synthesis report of findings from Lebanon, Nepal and Sierra Leone. New York: UNICEF. Oglesby, E. (2007) Historical Memory and the Limits of Peace Education: examining Guatamala memory of silence and the politics of curriculum design. In E.A. Cole (Ed.) (2007) Teaching the Violent Past. History Education and Reconciliation. Plymouth: Rowman and Littlefield Publishers, pp. 175-204. Ostby, G. (2008) ‘Inequalities, the political environment and civil conflict: evidence from 55 developing countries.’ In: F. Stewart (Ed.) Horizontal inequalities and conflict: Understanding group violence in multiethnic societies (pp. 136–162). New York: Palgrave Macmillan. Paulson, J. (2006) The Educational Recommendations of Truth and Reconciliation Commissions: potential and practice in Sierra Leone. Research in Comparative and International Education, 1(4), pp.335-350. Paulson, J. (2010) Truth Commissions and National Curriculum: The case of the Record{\'a}ndonos resource in Peru. In S. Parmar, M.J. Roseman, S. Siegrist, & T. Sowa, (Eds.) Children and Transitional Justice. Truth-Telling, Accountability and Reconciliation. Cambridge, MA: Harvard University Press, pp. 327-364. Pherali, T. (2013) Schooling in violent situations: The politicization of education in Nepal, before and after the 2006 peace agreement. Prospects, 43(1), 49-67. Rose, P., Steer, L., Smith, K. & Zubairi, A., (2013) Financing for global education: opportunities for multilateral action, Washington DC: The Center for Universal Education at the Brookings Institution. R{\"o}sel, J. (2009) Mass-education in a Vast, in a Dangerous and a Fragmented State – education policy in India, Pakistan and Sri Lanka. Paper presented at Conference on Education in Fragile Contexts, Arnold- Bergstraesser-Institut, Freiburg, Germany, September 2009. Smith, A. (2014) ‘Contemporary Challenges for Education in Conflict Affected Countries’, Journal of International and Comparative Education, 3 (1). Smith, A., McCandless, E. Paulson, J. and Wheaton, W. (2011) Education and Peacebuilding in Post-Conflict Contexts. A Literature Review. New York: UNICEF. Steer, L. (2015) Financing Education: Opportunities for Global Action. Brookings Institution. Stewart, F. (2008) Horizontal inequalities, political stability and conflict: Some policy implications. PowerPoint presentation. Oxford: University of Oxford. UNESCO (2015) Global Monitoring Report 2000-2015: Achievements and Challenges. Paris: UNESCO. UNESCO (2014) Global Monitoring Report Teaching and Learning: Achieving Quality Education for All. Paris: UNESCO. UNESCO (2003) Education in a Multilingual World. UNESCO Education Position Paper. Paris: UNESCO. Urdal, H. (2004) The devil in the demographics: The effect of youth bulges on domestic armed conflict 1950-2000. Washington DC: World Bank. USAID (2011) USAID Education Strategy 2011-2015, Washington DC: USAID. Winthrop, R. & E. Matsui (2013) A New Agenda for Education in Fragile States. Center for Universal Education, Working Paper 10. Washington, DC: Brookings.",
year = "2015",
month = "6",
language = "English",

}

Global Public Goods and Challenges (GPGC) Options Paper on Education and Fragility. / Smith, Alan.

2015. 30 p.

Research output: Book/ReportCommissioned report

TY - BOOK

T1 - Global Public Goods and Challenges (GPGC) Options Paper on Education and Fragility

AU - Smith, Alan

N1 - Reference text: Avenir Analytics, (2015) Walk the talk - Review of Donors’ Humanitarian Policies on Education, Commissioned by Norwegian Refugee Council and Save the Children. Barakat, B.F. & Urdal, H. (2009) Breaking the waves? Does education mediate the relationship between youth bulges and political violence? Washington DC: World Bank. Barton, K. C. & Mccully, A. W. (2012) Trying to “see things differently”: Northern Ireland students’ struggle to understand alternative historical perspectives, Theory and Research in Social Education, 40(4), 371-408. Biton, Y. & Salomon, G. (2006) Peace in the eyes of Israeli and Palestinian youths: Effects of collective narratives and peace education program., Journal of Peace Research, 43(2), 167–180. Buckley-Zistel, S. (2009) Nation, Narration, Unification? The politics of history teaching after the Rwandan genocide, Journal of Genocide Research, 11 (1). Burde, D., Guven, O., Kelcey, J., Lahmann, H., Al-Abbadi, K. (2015) What Works to Promote Children’s Educational Access, Quality of Learning and Well-being in Crisis-Affected Contexts? INEE/DFID Rigorous Literature Review. Burde, D. & Linden, L. (2012) The Effect of Village-based Schools: A Randomized Controlled Trial in Afghanistan. National Bureau of Economics Research (NBER). http://www.nber.org/papers/w18039.pdf Bush, K. & Salterelli, D. (Eds.) (2000) The Two Faces of Education in Ethnic Conflict. Florence: UNICEF Innocenti Research Centre. Carfax Education (2014) Financing Education in Emergencies: Scoping Report. London: Save the Children. Collier, P. & Hoeffler, A. (2004) Greed and grievance in civil war, Oxford Economic Papers, 56(4), 563–595. Danish Institute for International Studies (DISS) (2013) Regaining a Future? Lessons Learned from Education of Young People in Fragile Situations. Copenhagen: Danish Institute for International Studies. DFID (2015) Delivering Quality Education in Protracted Crises: A discussion Paper. London: DFID. DFID (2004) Drivers of Change Public Information Note. London: DFID. Dolan, J., (2011) Making it happen: Financing education in countries affected by conflict and emergencies. London: Save the Children. Dolan, J. & Ndaruhutse, S. (2010) Save the Children UK’s financial flows, programme choices, and the influences of the Rewrite the Future Campaign, Background paper prepared for the EFA GMR 2011. Paris: UNESCO Global Monitoring Report. Edwards Jr., D. B. (2012) The approach of the World Bank to participation in development and education governance: Trajectories, frameworks, results. In Collins, C. & A. Wiseman (Eds.), Education strategy in the developing world: Revising the World Bank’s education policy. (pp. 249–273). Bingley, UK: Emerald. Ellison, C. S. (2014) The role of education in peacebuilding: an analysis of five change theories in Sierra Leone, Compare: A Journal of Comparative and International Education, 44:2 Ellison, C. S. (2012) A Global Overview of Education and Internally Displaced Persons in Ellison, C. S., & Smith, A. (Eds) Education and Internally Displaced Persons London: Bloomsbury Academic. FHI 360 (2015) Investment in Equity and Peacebuilding: Uganda Case Study. Report prepared for UNICEF. Gandhi Kingdon, G., Patrinos, H., Beteille, T., Little, A. Moe, T., Banerji, R., Aslam, M., Rawal, S., & Parton, B (2013) A Rigorous Review of the Political Economy of Education Systems in Developing Countries. Report prepared for DFID. GPE (2015) A Platform for Education in Crisis and Conflict: A GPE Issues Paper. Washington, US: GPE. Gurr, T.R. (1970) Why men rebel. Princeton, N.J: Princeton University Press. INEE (2105) Report from the INEE Global Consultation on Education in Emergencies and Protracted Crises, NYC: INEE. King, E. (2014) From Classrooms to Conflict in Rwanda. Cambridge University Press. Lopes Cardozo, M.T.A., Higgins, S., Maber, E., Brandt, C.O., Kusmallah, N., Le Mat, M.L.J (2015) Literature Review: Youth Agency, Peacebuilding and Education, Research Consortium Education and Peacebuilding, University of Amsterdam. Mario, N., Higgins, S., Ugur, M. & O. Valiente (2013) The Political Economy of Education Systems in Conflict Affected Contexts. Rigorous Literature Review prepared for DFID. Maoz, I. (2000) An experiment in peace: Reconciliation-aimed workshops of Jewish-Israeli and Palestinian youth. Journal of Peace Research, 37(6), 721–736. Menashy, F. & Dryden-Peterson, S. (2015) The Global Partnership for Education and the Evolution of Engagement in Contexts of Conflict and Fragility. Retrieved from: https://norrag.wordpress.com/2015/02/16/the-global-partnership-for-education-andtheevolution- of-engagement-in-contexts-of-conflict-and-fragility/ Nicolai, S. & Hine, S. (2015). Investment for education in emergencies: a review of evidence. London: Overseas Development Institute (ODI). Nicolai, S., Hine, S. & Wales, J. (2015). ‘Education in Emergencies and Protracted Crises. Toward a Strengthened Response’. Background paper for the Oslo Summit on Education for Development. London: Overseas Development Institute (ODI). Novelli, M. & Smith, S. (2011) The Role of Education in Peacebuilding: A synthesis report of findings from Lebanon, Nepal and Sierra Leone. New York: UNICEF. Oglesby, E. (2007) Historical Memory and the Limits of Peace Education: examining Guatamala memory of silence and the politics of curriculum design. In E.A. Cole (Ed.) (2007) Teaching the Violent Past. History Education and Reconciliation. Plymouth: Rowman and Littlefield Publishers, pp. 175-204. Ostby, G. (2008) ‘Inequalities, the political environment and civil conflict: evidence from 55 developing countries.’ In: F. Stewart (Ed.) Horizontal inequalities and conflict: Understanding group violence in multiethnic societies (pp. 136–162). New York: Palgrave Macmillan. Paulson, J. (2006) The Educational Recommendations of Truth and Reconciliation Commissions: potential and practice in Sierra Leone. Research in Comparative and International Education, 1(4), pp.335-350. Paulson, J. (2010) Truth Commissions and National Curriculum: The case of the Recordándonos resource in Peru. In S. Parmar, M.J. Roseman, S. Siegrist, & T. Sowa, (Eds.) Children and Transitional Justice. Truth-Telling, Accountability and Reconciliation. Cambridge, MA: Harvard University Press, pp. 327-364. Pherali, T. (2013) Schooling in violent situations: The politicization of education in Nepal, before and after the 2006 peace agreement. Prospects, 43(1), 49-67. Rose, P., Steer, L., Smith, K. & Zubairi, A., (2013) Financing for global education: opportunities for multilateral action, Washington DC: The Center for Universal Education at the Brookings Institution. Rösel, J. (2009) Mass-education in a Vast, in a Dangerous and a Fragmented State – education policy in India, Pakistan and Sri Lanka. Paper presented at Conference on Education in Fragile Contexts, Arnold- Bergstraesser-Institut, Freiburg, Germany, September 2009. Smith, A. (2014) ‘Contemporary Challenges for Education in Conflict Affected Countries’, Journal of International and Comparative Education, 3 (1). Smith, A., McCandless, E. Paulson, J. and Wheaton, W. (2011) Education and Peacebuilding in Post-Conflict Contexts. A Literature Review. New York: UNICEF. Steer, L. (2015) Financing Education: Opportunities for Global Action. Brookings Institution. Stewart, F. (2008) Horizontal inequalities, political stability and conflict: Some policy implications. PowerPoint presentation. Oxford: University of Oxford. UNESCO (2015) Global Monitoring Report 2000-2015: Achievements and Challenges. Paris: UNESCO. UNESCO (2014) Global Monitoring Report Teaching and Learning: Achieving Quality Education for All. Paris: UNESCO. UNESCO (2003) Education in a Multilingual World. UNESCO Education Position Paper. Paris: UNESCO. Urdal, H. (2004) The devil in the demographics: The effect of youth bulges on domestic armed conflict 1950-2000. Washington DC: World Bank. USAID (2011) USAID Education Strategy 2011-2015, Washington DC: USAID. Winthrop, R. & E. Matsui (2013) A New Agenda for Education in Fragile States. Center for Universal Education, Working Paper 10. Washington, DC: Brookings.

PY - 2015/6

Y1 - 2015/6

N2 - This paper was commissioned by the European Commission (EC), Education Sector (DEVCO B4).The overall aim is to strengthen the EU’s response to education in conflict-affected and fragilecontexts through analysis of evidence to identify the most effective options and approaches thatcan inform and guide future programme(s) as part of the EU GPGC thematic programme onEducation and Fragility (€28m up to 2020).

AB - This paper was commissioned by the European Commission (EC), Education Sector (DEVCO B4).The overall aim is to strengthen the EU’s response to education in conflict-affected and fragilecontexts through analysis of evidence to identify the most effective options and approaches thatcan inform and guide future programme(s) as part of the EU GPGC thematic programme onEducation and Fragility (€28m up to 2020).

KW - Education emergencies fragility European Commission

M3 - Commissioned report

BT - Global Public Goods and Challenges (GPGC) Options Paper on Education and Fragility

ER -