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THE RELATIONSHIP BETWEEN EDUCATION SYSTEMS AND CONFLICT presents policymakers with a conundrum. Schools are almost always complicit in conflict. They reproduce the skills, values, attitudes, and social relations of dominant groups in society; accordingly, they are usually a contributory factor in conflict. Simultaneously reconstructing and reforming education is increasingly viewed as a critical element in […]
Gg38 World Bank, Reshaping The Future (2005) Yyepg Lotb
THE RELATIONSHIP BETWEEN EDUCATION SYSTEMS AND CONFLICT presents policymakers with a conundrum. Schools are almost always complicit in conflict. They reproduce the skills, values, attitudes, and social relations of dominant groups in society; accordingly, they are usually a contributory factor in conflict. Simultaneously reconstructing and reforming education is increasingly viewed as a critical element in the strategy to reduce the risk of conflict or relapse into conflict. The cen-tral message of this paper, therefore, is that conflict presents not only challenges for reconstruction but also significant opportunities for re-form of education systems. The challenge of simultaneous reform and reconstruction at a time of constrained human, financial, and institutional resources and considerable urgency calls for particular attention to priorities and sequencing of interventions. Short-term immediate responses need to be conceptualized within a framework that provides for more substantial systemic reform as the new political vision emerges and system capacity is built.
