Reshaping the future

RESHAPING

THE FUTURE

Education

and

Postconflict

Reconstruction

Reshaping the Future

Reshaping the

Future

Education and

Postconflict

Reconstruction

THE WORLD BANK

Washington, D.C.

© 2005 The International Bank for Reconstruction and Development/

The World Bank

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Washington, DC 20433

Telephone 202-473-1000

Internet www.worldbank.org

E-mail [email protected]

All rights reserved.

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The findings, interpretations, and conclusions expressed herein are those of the

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ISBN 0-8213-5959-2

Photo credit: Ray Witlin, World Bank.

Library of Congress cataloging-in-publication data has been applied for.

Contents

Acknowledgments ix

Foreword xi

Acronyms and Abbreviations xiii

Executive Summary xv

1. Introduction 1

Relationship between Conflict and Poverty 2

Relationship between Education and Conflict 2

The Present Study 3

2. Conflict, Poverty, and Education 7

Factors Affecting Conflict Risk 8

Characteristics of Resilience to Conflict 11

3. The Impact of Conflict on Education 13

Destructive Effects of Conflict 16

Surprising Resilience of Educational Systems 21

Postconflict Reconstruction Conundrum 25

4. Preliminary Lessons 29

Key Factors 29

Key Principles 30

Conflict Analysis 32

Operating Environment 34

v

Sequencing Interventions 35

Leveraging Interim Arrangements and

Transitional Mechanisms 36

Prioritizing within a System-wide Approach 37

Building on Existing Initiatives 37

Demonstrating Early and Visible Impact 38

Encouraging Community Involvement 38

Early Initiation of Technical and Capacity-building Work 39

Building Effective Partnerships 39

5. Promising Directions in System Reconstruction 41

Sector Assessment 41

Challenges for Decentralization 42

Education Access 46

Quality Improvement 47

Qualified Teachers 49

Curriculum Issues 52

Financing and Governance 54

Specific Postconflict Challenges 57

6. Neglected Issues 63

Sectoral Imbalance 63

Challenges of Interagency Coordination 64

Refugees and Internally Displaced Populations 66

Youth and Adult Education 68

Interlinked Initiatives 71

The Role of Private Education 71

7. A Role for the World Bank 75

Deployment of Bank Resources 76

Neglected Areas of Youth and Secondary Education 81

8. Concluding Comments 85

Index 87

boxes

4.1 Sinclair’s Principles of Emergency Education 31

5.1. Summary of Key Lessons from Central America 43

vi contents

contents vii

6.1 Strategies that Address Youth Unemployment

and Exclusion 72

figures

3.1 Burundi: Gross Enrollment Rate, 1988-1999 17

3.2 Burundi: Net Enrollment Rate, 1990-2000 21

3.3 Gross Enrollment Rates and Conflict 22

3.4 Enrollment Trends in Rwanda, 1970-2001 24

3.5 Enrollment Trends in Timor Leste, 1976-2001 24

4.1 The Education Reconstruction Continuum 35

5.1 Timor Leste Enrollment Poverty Gap, 2001 47

5.2 Education Expenditure as Percentage of

Gross Domestic Product 55

6.1. United Nations Coordination Mechanisms Affecting

Education Reconstruction 65

tables

3.1. Refugee Populations above 200,000 Located within

Same Region as Country of Origin 15

3.2. Schools Requiring Repair or Reconstruction

after Conflict 17

7.1 Analysis of World Bank Loan and Grant Education

Expenditure (Completed and Active) in 21

Conflict-Affected Countries, 1994–2002 77

ix

Acknowledgments

This study was undertaken by a small team in the Human Develop￾ment Network Education Hub (HDNED) under the leadership of

Peter Buckland, Senior Education Specialist, who would like to ac￾knowledge the important contribution of Raymond Muhula, Research

Assistant. His relentless pursuit of data in a very challenging context

provided important basic information for this study. The work would

not have been undertaken without the support of HDNED. Sector Di￾rector, Ruth Kagia, and the steadfast and expert guidance and encour￾agement of the Education Sector Manager, Jamil Salmi. The work of

the team was supported by regular comments and inputs from a wide

range of people in the Bank, most of whom were members of a small

community of practice groups established for the purpose. Key among

them were Ian Bannon, Ernesto Cuadra, Peter Colenso, Tia Duer,

Kuzvinetsa Dzvimbo, Vince Greaney, Rick Hopper, Maureen Lewis,

Saida Mamedova, Juan Moreno, Susan Opper, Bob Prouty, Francis

Steier, Gary Theisen, Chris Thomas, Eluned Roberts-Schweitzer, and

Jim Stevens. Also acknowledged here is the valuable contribution of

the external reviewers, Nat Colletta and Marc Sommers. The work of

the team was ably supported throughout by colleagues in the Educa￾tion Advisory Service and by Inosha Wickramasekera and Mado

Ndau, who provided invaluable help with logistical arrangements.