Alternative Basic Education in African Countries Emerging from Conflict; Issues of Policy, Co-ordination and Access. Researching the issues 67
The research includes country studies in northern Uganda, southern Sudan and Somaliland
Abstract
The background literature relevant to this study provides a framework in terms of: the characteristics of states in conflict and post-conflict; the issues around the delivery of services under these conditions; the need to develop appropriate indicators of ‘quality’ for these services; and the lessons to be learned from previous experience of a wide range of providers. This study contributes to this debate by addressing the issue of ‘context’, which is raised but not developed in much of the existing literature. This is understandable as it has been produced largely by practitioners working for international agencies, under considerable pressure. In each African country emerging from conflict, those attempting to reconstruct the system of basic education confront a situation produced by a particular historical experience of conflict and of basic education. This research study has developed a means of incorporating the varying perspectives of young people, parents, communities, governments, international agencies and INGOs on the crucial aspects for reconstruction of education in particular contexts. It goes on to discuss what general lessons can be learned from these experiences in relation to funding, management and access, particularly in relation to Alternative Basic Education (ABE).
3 detailed country studies were carried out in northern Uganda, southern Sudan and Somaliland, supported by case experiences of the process of educational reconstruction in the Eastern Cape, South Africa and Namibia and of the demobilisation of child soldiers in selected African countries.
The structure of the book is as follows:
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Chapter 1 provides an introduction and overview.
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Chapter 2 provides a literature review which discusses the publications and documents which have been most useful in developing the research.
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Chapter 3 focuses on the issues of context outlined above.
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Chapter 4 addresses the issues of policy and co-ordination for the providers of basic education in countries emerging from conflict and their implications for the financing and co-ordination of alternative basic education.
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Chapter 5 discusses issues of access to ABE in countries emerging from conflict related to vulnerability and which have proved to be problematic in terms of commitment and actual provision.
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Chapter 6 identifies the lessons learned from the research.
Citation
Educational Paper No. 67, DFID, London, UK, ISBN 1 86192 869 6, 114 pp.
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