Workshop III
20 April 2004
Educational Policy Analysis
in Contexts of Transition and Change
Report
Participants:
Lynn Davies (Chair) (UK), Joao Barroso (Portugal), Min Bista (Nepal), Saba Bokhari
(UNESCO), Mohammed Boussena (Algeria), Natalie Frederic (UNESCO), Orlando Hall
(UNESCO), Ivan Ivic (Serbia and Montenegro), Pierre Laderriere (France), Leslie Limage
(UNESCO), Jeanne Moulton (USA), Richard Pelczar (UNESCO), Beverly Roberts (INEE),
Abby Riddell (UNESCO), Michel Saint-Germain (Canada), Baerbel Stark (UNESCO), Ian
Whitman (OECD).
1. Introduction to context and objectives of the workshop: Leslie Limage, (UNESCO)
Worldwide education systems are called upon to respond to changing political, social and
economic conditions that are trans-national in nature. The post-World War II optimism about
educational expansion to promote democratisation and nation-building has given way since
the early 1980s to economic crisis and stagnation. Major political change in Central and
Eastern Europe opened up a phase of transition that is still underway. More local, national and
regional conflicts resonate beyond their borders to affect young people in schoolyards in
stable states. Schools are no longer the safe havens where youth and adults interact in a
climate of mutual respect.
Educational policy analysis and review in such contexts takes on a more complex role. This
programme will study four major themes in a selected number of stable and unstable country
contexts to assess the lessons that can be learned for educational decision-makers, planners
and actors at all levels. The key themes include: (1) equality of educational
opportunity/equity; (2) language policy and learning achievement; (3) integration of minority,
migrant and displaced populations; (4) mutual respect in education systems, learning
materials and teacher training.
Case studies addressing these four themes could include countries that have had historical
experience with confronting these ongoing issues. Thus, a team of policy review experts
would examine (a) background material; (b) current policies and conditions and (c) provide
recommendations for lessons to be learned. The process would be closely coordinated with
national ministries and in the case of international protectorates or transition authorities, with
appropriate agencies and bodies.
Possible countries for these case studies already proposed include: ex-Yugoslavia (Bosnia and
Herzegovina, Kosovo, Croatia, or Serbia); Belgium, Germany, France, Israel, United States,
Angola , Sudan, South Africa, Brazil, Chile, Iraq, Afghanistan.
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2. Presentations:
a) Common issues and differences in countries in post-conflict and transition:
Barbel Stark, Consultant, Division of Educational Policy and Strategies
Dr. Stark discussed her professional experience in countries in transition (reunified Germany)
as well as conflict situations (Palestinian Authority and Iraq). Her three majors points
included:
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there should be more emphasis on the origins of conflict, (conflicts occur due to
changing economic, political, social and cultural borders)
while there is a plethora of peace education workshops and programmes, there is little
or no impact because of the political and economic reality in which they take place;
international organizations and nongovernmental bodies dictate the terms of
interventions and rarely listen to the voice of local people even when they use national
experts or local staff to carry out their agendas.
b) Educational policy reviews in OECD for Southeastern Europe and Chile :
Ian Whitman, Co-ordinator for Educational Policy in the Stability Pact for Southeastern
Europe and Head, Programme for Co-operation with Non-Member Countries, OECD
OECD carries out national education policy reviews at the request of member and nonmember countries with panels of senior experts selected jointly with the national authorities.
The reviews are primarily thematic. As coordinator for education policy in the Stability Pact
for South-eastern Europe, the OECD carried out policy reviews for the countries of
South-eastern Europe. In addition OECD has carried out reviews on all continents and has
been recently approached by ADEA for reviews in Africa. They work cooperatively with
other international organizations in South-eastern Europe including UNESCO. Possibilities
for the new educational policy analysis programme to work with OECD were examined.
3. Questions referred to in the workshop:
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what has been the international experience in policy review? What has already been
accomplished? Where are difficulties and needs encountered in the review process?
(Mapping the field).
thematic reviews: what are the main themes of interest to countries? Which countries?
which mutual respect criteria for international interventions are universal and apply to
both stable and unstable countries’ education systems (curricula and
textbooks/learning materials, teacher training; finance, governance and organization
of formal and non formal education systems?
what has been the actual impact of UNESCO education programmes, projects or shortterm interventions in countries or situations emerging from conflict or seeking to
prevent intolerance, violence or latent conflict? What type of evaluations best serve to
inform future action?
what are the most appropriate roles and contributions UNESCO can make for
educational policy advisory services to countries, regions and territories in transition,
change or reconstruction settings?
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what role should the Organization play in emergency, crisis or ongoing conflict
situations in its fields of competence?
what is its role in relation to other intergovernmental, foreign or national
nongovernmental, community-based and bilateral agencies?
what management best serves transparent and effective programmes in these contexts?
What are the implications for educational policy analysis and evaluation programmes
at UNESCO?
4. Summary of Discussion:
A number of dilemmas and questions for resolution were raised:
 is UNESCO primarily a ‘knowledge broker’ or can it take a more operational role?
 should UNESCO suggest themes for policy review or should they be decided and
proposed by countries?
 should there be multiple themes or only one?
 in these societies, should UNESCO only work with government or can it work directly
with community-based organizations and NGOs? In unstable countries and conflict
situations, where governments are not functioning or transition authorities are in place,
how does UNESCO decide which bodies to work with and what are the standards of
integrity or conduct that need to be put in place?
 should UNESCO stress a role of mediation or neutrality, or rather should it take a proactive and critical position on universal values and human rights?
5. Recommendations
A number of themes were proposed, some of which overlap or strengthen those already
suggested to UNESCO and where the Organization already has considerable experience and
expertise mentioned above. Key themes include:
 equity in education, such as policy on migrants, refugees and displaced persons;
 policy on teaching about conflict including curriculum policy related to history,
culture, national or territorial borders, nationalism and mutual respect;
 quality of human resource management in schools systems and services in both stable
and unstable countries.
Suggested areas for UNESCO services:
 acting as a knowledge broker, i.e. providing information, experience and examples of
policy and practice on request from governments and transition bodies.
 documentation and mapping of experience in education policy-making in transition,
crisis and post-conflict settings.
 studies and documentation of how schools respond to conflict or crisis situations:
initial preparation and reactions; longer-term response strategies.
 providing methodological advice on policy review and development in terms of
enabling a country to develop its own processes based on its own national procedures,
traditions and needs; enabling the framing of questions within a philosophical rather
than simply technical context.
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facilitating the creation of a space for dialogue, encounter, translation or interpretation
of problems in educational policy decision-making, especially in transition and postconflict settings.
legitimisation of the importance of defending human rights and universal human
values in education policy ( analysis and recognition of violence in education systems,
democratic and participatory school systems; resisting the negative impact of
structural adjustment or privatisation policies on the right to education)
6. Reference material for the workshop:
Baker, Pauline, “Conflict Resolution versus Democratic Governance” in Aall, Pamela,
Crocker, Chester A., Hampson, Osler. eds.. Turbulent Peace: The Challenges of Managing
International Conflict. United States Institute of Peace Press, September 2001, pages 753-764.
Klingman, Avigdor, Ph.D. “Children Under War Stress.” Helping Children in Disasters:
Integrating Research and Practice. APA Books (In Press).
Salmi, Jamil. “Violence, Democracy and Education: An Analytical Framework.” World Bank,
LCSHD Paper Series No. 56; February 2000.
The World Bank. “Guidelines for Task Leaders of International Assistance Agencies on
Fostering Respect for Diversity through Intervention in Curriculum, Textbooks and
Pedagogical Practices.” October 2003. (Unpublished –limited distribution).
UNESCO.169th Executive Board of UNESCO –169 EX/INF.4. Item 3.1, 3.2 and 3.3 of the
Provisional Agenda; Salient Points of the Director General’s Introduction to the General
Debate of the Executive Board. 14 April 2004.
(and general expert meeting background material and expert papers).
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