, Volume 43, Issue 1, pp 5-15
Date: 09 Nov 2012

Introduction—Understanding education, fragility and conflict


This Introduction discusses approaches to and perspectives on analyzing the complex relationship between education, fragility, and conflict and its underlying causes and dynamics. It argues for the need for contextual and time-bound multi-level analyses of interlinked societal dimensions in order to address the ultimate purposes of education policies and programmes, whether they aim to ameliorate or transform existing conditions. Examples are presented of the ways these dimensions apply to the country cases on Afghanistan, Bolivia, Nepal, and Sudan and to the discussion of why quality data is important for analysis, and for policy and programme design.

The articles in this issue originate from an international meeting held in Oslo, Norway in April 2011 in conjunction with the launch of the 2011 EFA Global Monitoring Report (UNESCO 2011). The co-organizing partners were the University of Oslo, the Norwegian UNESCO National Commission, the Norwegian Agency of Development Cooperation (Norad) and the Ministry of Foreign Affairs of Norway. All articles are produced in their entirety for this special issue of Prospects.
I am grateful to Lindsay Bird, Kees van den Bosch, Wim Hoppers, Jon Lauglo, and Alan Smith for very helpful comments and suggestions on a previous draft of this Introduction.