an Eldis Resource

This paper argues for a reappraisal of the position of education in emergency programming. It explores the links between education and the wider protection needs of the children it assists. It suggests that, as protection in conflict emerges more clearly as a legitimate humanitarian concern, so the role of education as a tool of protection must be more clearly understood. The paper considers the following questions:

• how does conflict affect a child’s education, and what impact does this have on an affected individual’s social or cognitive development?
• in what ways can education enhance the physical and psychosocial protection of children in war-affected or displaced communities?
• what risks does education programming in these contested environments present, for children and for agencies themselves?
• what is currently being done, and how could it be done better?

Conclusions:

• all children are at risk: humanitarian responses should not centre solely on the children most visibly affected by conflict, namely child soldiers, separated children, street children and child-headed households. Conflict harms all children in an affected area, and inequities in service can permanently solidify communities’ perceptions of difference
• education may prevent further risk. Education programmes support children’s psychological and social well-being by re-establishing a normal routine and peer networks
• education may facilitate the integration of children
• organisers and providers of education, such as teachers and youth workers, play an indispensable role in shaping the lives of young people
• child protection, while a continuous and on-going process, must constantly be re-evaluated for threats
• educational systems and curricula can perpetuate the divisions within a society and fuel a conflict
• education should be recognised as a core part of child protection
• schools and educational facilities should be designated as ‘safe areas’
• children should be actors in their own protection: children should be actively involved in all aspects of educational programming, including assessment, planning, implementation and monitoring
• barriers to educational access should be identified and addressed: minimising impediments to access, such as poverty, gender, disability or membership of a particular social or ethnic group
• curricula should encourage peace and respect for human rights

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