Abstract
Due to a combination of historical, socioeconomic, political and environmental factors, Ethiopia is unfortunately prone to internal conflicts, such as the one which re-erupted in April 2018 between the Gedeo and Guji ethnic groups in southern Ethiopia. One of the effects of this conflict was that education was severely disrupted in the Gedeo and West Guji zones. Many schools were damaged or looted, and thus no longer provided safe learning environments, while others were repurposed as temporary shelters for internally displaced people. The conflict died down again in July 2018, and the authors of this article conducted their post-conflict case study research between April and June 2019. They investigated six adversely affected schools and their surrounding communities in the Gedeo and West Guji zones. Based on their research, they explore community perceptions of post-conflict reconstruction of education, focusing on early activities such as prioritising education, restoring safety and security, and supplying resources. They examine the reconstruction of education in the study area using primary data gathered from parents, teachers, administrators and humanitarian agencies through qualitative interviews. This study is influenced by four themes derived from the basic premises of complexity theory: emergence, self-organisation, non-linearity and connectedness. Throughout the authors’ analysis, they make use of the data collected by focus group discussions, interviews and field observations, complemented by secondary data. Despite numerous stakeholders’ efforts to provide humanitarian aid, this study found that post-conflict reconstruction of education is poor and based on short-term normalisation rather than aiming for long-term sustainable safe learning environments for children and youth in the study areas. At the end of their sobering analysis, the authors stress the importance of providing children and youth with a long-term, sustainable and healthy learning environment using targeted strategies and policy options.
Résumé
Redressement post-conflit et reconstruction de l’éducation dans les zones de Gedeo et de Guji Ouest dans le sud de l’Éthiopie – En raison d’une combinaison de facteurs historiques, socio-économiques, politiques et environnementaux, l'Éthiopie est malheureusement sujette à des conflits internes, comme celui qui a resurgi en avril 2018 entre les groupes ethniques Gedeo et Guji dans le sud du pays. Ce conflit a notamment eu pour effet de perturber gravement l’enseignement dans les zones de Gedeo et de Guji Ouest. De nombreuses écoles ont été endommagées ou pillées, et n’offraient donc plus d’environnements d’apprentissage sûrs, tandis que d’autres ont été reconverties en abris temporaires pour les personnes déplacées à l'intérieur du pays. Le conflit s’est à nouveau éteint en juillet 2018, et les auteurs de cet article ont mené leur recherche d’étude de cas post-conflit entre avril et juin 2019. Ils ont enquêté sur six écoles affectées négativement et leurs communautés environnantes dans les zones de Gedeo et de Guji Ouest. Sur la base de leurs recherches, ils explorent les perceptions qu’ont les communautés de la reconstruction post-conflit de l’éducation, en se concentrant sur les premières activités telles que la priorisation de l’éducation, le rétablissement de la sûreté et de la sécurité et l’approvisionnement en ressources. Ils examinent la reconstruction de l’éducation dans la zone d’étude en utilisant des données primaires recueillies auprès de parents, d'enseignants, d'administrateurs et d’agences humanitaires par le biais d’entretiens qualitatifs. Cette étude est influencée par quatre thèmes dérivés des prémisses de base de la théorie de la complexité : l'émergence, l'auto-organisation, la non-linéarité et la connectivité. Tout au long de l’analyse, les auteurs utilisent les données recueillies par des discussions de groupe, des entretiens et des observations sur le terrain, complétées par des données secondaires. Malgré les efforts de nombreuses parties prenantes pour fournir une aide humanitaire, cette étude a révélé que la reconstruction post-conflit de l’éducation est faible et basée sur une normalisation à court terme plutôt que de viser des environnements d’apprentissage sûrs et durables à long terme pour les enfants et les jeunes dans les zones étudiées. Au terme de leur analyse qui donne à réfléchir, les auteurs soulignent l’importance de fournir aux enfants et aux jeunes un environnement d’apprentissage sain, durable et à long terme en utilisant des stratégies et des options politiques ciblées.
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Notes
“A humanitarian appeal is supposed to identify top priorities under time pressure, and ensure that these are met. Ideally, it functions as a triage process that makes the difficult decisions about what is most urgent – education or water, this camp or this group of migrant herders – all in the face of limited resources” (UNU 2015).
Dollo Ado is one of the woredas (districts) in the Somali Region of Ethiopia, and currently houses 245,753 refugees and asylum seekers (UNHCR 2022) in five camps. In terms of administrative levels, Ethiopia is divided into 11 regions (plus two chartered cities, Addis Ababa and Dire Dawa, which are on the same level as the regions). These 11 regions are subdivided into zones; which are in turn subdivided into woredas; and those are subdivided into kebele (wards/municipalities).
The first target within SDG 4, Target 4.1, strives to ensure, by 2030, that “all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes” (WEF 2016, p. 20).
The Draft Joint Education Needs Assessment for Gedeo identified these 13 schools “as destroyed or substantially damaged from the conflict” (EEC 2018, pp. 3–4). The number of “occupied schools” still standing, but repurposed to house IDPs and therefore not operational for lessons, was a lot higher (ibid., p. 4).
The International Organization for Migration (IOM), World Vision Ethiopia (WVE), the United States Agency for International Development (USAID), the United Nations Office for the Coordination of Humanitarian Affairs (UNOCHA), the Norwegian Refugee Council (NRC), Catholic Relief Services (CRS), and the United Nations Educational Scientific and Cultural Organization (UNESCO).
“The most commonly reported factor preventing return was housing damage, this was, reported in … both zones. Security was the second most reported factor preventing return …. Lack of food was also reported as a significant factor preventing return” (IOM 2018b, p. 4).
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The authors would like to express their gratitude to the Research and Dissemination Office at Dilla University for funding and supporting the research project “Education in Conflict-affected Areas of Gedeo and West Guji Zones of Southern Ethiopia”, from which this article was derived.
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Herut, A.H., Dube, E.E. Post-conflict recovery and reconstruction of education in the Gedeo and West Guji zones of southern Ethiopia. Int Rev Educ 68, 441–465 (2022). https://doi.org/10.1007/s11159-022-09963-9
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DOI: https://doi.org/10.1007/s11159-022-09963-9