INEE
Conflict Sensitive Education
Training
At the end of this module
participants will:
1.Understand why conflict sensitive
education is important.
2.Know the three-part definition of conflict
sensitive education.
3.Know when conflict sensitive education
should be used or is applicable.
4.Be familiar with the INEE Conflict
Sensitive Education Pack.
Why focus on
conflict sensitive education?
1. Access to
quality
education is a
human right
2. The right to
education is not
being fully
realized
3. Education can
contribute to
conflict and
peace
Two Faces of Education
When given in conflict affected contexts
education can:
• reinforce and prolong the conflict,
and
• reduce tensions and strengthen
people’s capacities to disengage
from conflict.
How Education Can Affect Conflict
affects intergroup relationships
The
distribution of
education
resources…
affects markets and supply chains
legitimizes actors and agendas
incentivizes continuation of the status quo
Adapted from
M. Anderson’s book
Do No Harm
affects knowledge, attitudes and values
So….
How do we ensure the education
programs and policies we deliver
do not make conflict worse?
Guiding Principles
To raise awareness and adopt as standards of
practice.
Guidance Note
To build capacity on key concepts and strategies.
Reflection Tool
To assess, monitor or evaluate a programme.
Defining Conflict Sensitive Education
2. Analyze the twoway interaction
between the conflict
context and
education programs
and policies
3. Act to minimize
negative impacts and
maximize positive
impacts of education
policies and
programming on
conflict
Step 1: Understand the context
What do we need to know about
the conflict context?
?
?
Education
?
?
What is conflict analysis?
Actors
Causes
Dynamics
Profile
Why do a conflict analysis?
Actors
Education
Conflict
Profile
For whom?
By whom?
What?
When?
How?
Where?
Conflict
Causes
Conflict
Dynamics
Step 2: Analyze the interaction
between education and context
What do we need to analyze?
Actors
Education
Conflict
Profile
For whom?
By whom?
What?
When?
How?
Conflict
Causes
Conflict
Dynamics
INEE CSE Pack Reflection Tool
Questions
Your Responses
Follow-up and
References
Defining Conflict Sensitive Education
2. Analyze the twoway interaction
between the conflict
context and
education programs
and policies
3. ?
INEE CSE Pack Guidance Note
5 Domains of the
INEE Minimum Standards
________________________________________________________
1. Foundational Standards
2. Access and Learning
Environment
3. Teaching and Learning
4. Teachers and other
Education Personnel
5. Education Policy
Conflict Sensitive Strategies for Training,
Professional Development and Support
For example, if the conflict analysis
finds….
Then consider….
• That rather than reflecting the • Provide equitable training to
diversity of the learners, the
teachers of all backgrounds
teaching force is drawn from
and from all regions of the
one language and ethnic
country and consider
group, which is causing
incentives to
intergroup tensions
underrepresented teachers
such as women teachers and
teachers in remote locations
• Pre-service teacher training is • Include in training content:
segregated by ethnic group
human rights, inclusive
and content includes nothing
pedagogy, addressing
on tolerance of difference or
historical memory
Where and when is CSE
applicable?
Applies Across All Phases of Conflict
Conflict Sensitive Education
Acute Conflict Outbreak
Post Conflict
Reconstruction
Applies across types of work
Cross-sectoral
Humanitarian
Development
Peacebuilding
Conflict Sensitive Education Programs and Policies
Applies Across All
Levels of Education
Student
Classroom
School
Community
Geographic
Programme
Area/District
Education System(s)
Real examples of
Conflict Sensitive Education Strategies
Classroom
level
Anti-bias
teaching
methods and
materials
School level
Community
protection
mechanisms
of learning
environments.
Policy level
Coordinated
ed actors
conduct 5
subnational
consultations
INEE CSE Pack
Guiding Principles
Activity
 Handout #1 Introduction to Conflict Sensitive
Education
 Time: 25 min. in group, 15 min. discussion
 Instructions:
1. Read the text.
2. Then discuss with your group the possible
answers to the corresponding questions.
3. Request one participant to write down the
answers on scratch paper.
What Conflict Sensitive Education
is/is not
-Context specific, reflecting
findings of a participatory
conflict analysis
-An ongoing approach to both
the “how” and “what” of
education delivery
-An approach at all levels of
education, tools and beyond
-Quality education that proactively seeks to minimize
contribution to conflict
-Generic, externally
defined/imposed
-A prescriptive list of “what”
-A one-time education activity/or
conflict analysis
-(only) a peacebuilding
classroom curriculum
-(only) quality education in a
conflict context
-(only) a national level policy
issue
Guiding Principles
To raise awareness and adopt as standards of
practice.
Guidance Note
To build capacity on key concepts and strategies.
Reflection Tool
To assess, monitor or evaluate a programme.
INEE Conflict Sensitive Education
Resources
Find the INEE Conflict Sensitive Education Pack on
the INEE website at:
http://www.ineesite.org/en/education-fragility/conflict-sensitiveeducation
Find the INEE Conflict Sensitive Education Training Materials at:
http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1159
For more information on INEE and its working groups visit
www.ineesite.org
Supplementary Slides
Analyze the interaction between
education and context
 Implicit Ethical Messages
 Resource Transfers
Peacebuilding vs. Conflict Sensitivity
Peacebuilding
•
•
•
•
•
•
Conflict Sensitive
Education
Working on conflict
• Working in conflict
Mandate is peace
• Mandate is education
Expansion of a program • Improving existing ed
to work directly on peace
programs
Promote peace
• Do no harm
Specialized programs
• Education programs that
that address political
avoid unintended
transformation
negative consequences
Lays the foundation for
• Lays the foundation for
education
peacebuilding
Why do a conflict
analysis?
Where to
program?
Conflict
Sensitive
Education
Strategies
Step 1:
Understand conflict context
Step 2:
Analyze interaction
between education and
the conflict context
Conflict
Actors
Conflict
Profile
Education
Conflict
Causes
Actors
Conflict
Dynamics
Conflict
Profile
Education
Conflict
Causes
Conflict
Dynamics
What is a conflict analysis?
What
Systematic study of conflict background, conflict causes, actors
and dynamics.
When
In design phase and reviewed systematically throughout life of
programme or policy.
Who
Stakeholders within and outside the education sector, e.g.
non/government, multilaterals, local/intl. NGOs, local authorities,
peacebuilders.
How
Desk research, consultations, and analyses, e.g. situational,
stakeholder, conflict causality, conflict dynamics, and education
prioritization.
Where
Tailored to the intended programme or policy area (national,
subnational, district, catchment area, etc.)
INEE CSE Pack and Training
Development Process
INEE


Open, global network of 10,000+ members in 170 countries
3 Working Groups (Minimum Standards, Education and Fragility, Education
Cannot Wait Advocacy)
INEE CSE Pack

2013

Led by the members of the Working Groups: Minimum Standards and Education
and Fragility

Developed though consultative process including piloting of tools
INEE CSE Training

2014

Led by members of INEE Minimum Standards Group

Developed through consultative process including pilot testing: 55 organizations,
Liberia and Harvard Graduate School of Education, 20 countries
Conflict Analysis
At the end of this module
participants will:
1.Know what a conflict analysis is and where,
when, and how it is conducted.
2.Understand why a conflict analysis is critical
to conflict sensitive education.
3.Be able to apply a mini-conflict analysis.
Defining Conflict Sensitive Education
2. Analyze the twoway interaction
between the conflict
context and
education programs
and policies
3. Act to minimize
negative impacts and
maximize positive
impacts of education
policies and
programming on
conflict
Defining Conflict Sensitive Education
2. Analyze the twoway interaction
between the conflict
context and
education programs
and policies
3. Act to minimize
negative impacts and
maximize positive
impacts of education
policies and
programming on
conflict
Activity: Why do we need a conflict
analysis?
1.
2.
3.
4.
5.
6.
7.
8.
To understand the background and history of the
situation as well as current events
To identify all the relevant groups involved, not just the
main or obvious ones
To understand the perspectives of all these groups
and how they relate to each other
To identify factors and trends that underpin conflicts
To begin to see openings to address the conflict
situation, build peace, resolve conflicts
To provide a map of the environment in which we are
going to program
To engage stakeholders to participate and develop a
shared understanding of the context
To inform our selection of education program and
policy strategies so that we can avoid contributing to
conflict and promote peace
Step 1: Understand the context
What do we need to know about
the conflict context?
?
?
Education
?
?
Step 1: Understand the context
A conflict analysis examines…
actors
causes
Education
dynamics
profile
Conflict Analysis
Actors




Positions
Interests
Needs
Capacities (for conflict or
for peace)
 Relationships
Conflict Analysis: The Conflict Actors Map
Secondary
Party
Stakeholder
Secondary
Party
Issues
Primary
Party
Primary
Party
Stakeholder
Secondary
Party
Issue
s
Conflict Analysis
Causes
• Root / Structural
• Proximate
• Triggers
Conflict Analysis: The Conflict Tree
Effects
Conflict Issue
Rrënjët
Root Causes
Srž
Conflict Analysis
• Trends – patterns over time
Dynamics
• Windows of opportunities –
identifying the strengths
• Scenarios – predict what is
likely to occur in the future
Conflict Analysis: Trends Overtime
Conflict Analysis
Profile
• History
• Political, economic,
socio-cultural,
environmental and
security context
Conflict Analysis: Profile Map
Conflict Analysis
 Connectors –
things that bring
people together
across lines of
fighting/ conflict
 Dividers – things
that separate
people
Analysis can be carried out at different levels of the
conflict depending on where you are programming.
 Macro-level: Explores the
origins and dynamics of
international/national level
conflicts
 Meso-level: Explores the
origins and dynamics of
regional/State level conflicts
 Micro-level: Explores the
origins and dynamics of
city/village (community,
schools, households, interpersonal, intra-personal) level
conflicts
The conflict analysis toolshed
United Nations &
World Bank
Governments
Non-governmental
organizations
Reviews and lists
of tools
• UN Post Conflict Needs Assessment
• Conflict Analysis Framework
• US Interagency Conflict Assessment Framework
• UK Strategic Conflict Analysis/Assessment
• Sweden Power Analysis
• Netherlands Strategic Governance and Corruption Analysis
• West Africa Network for Peacebuilding’s Conflict Analysis and Response Definition: Abridged
Methodology
• Care’s Benefits/harms Handbook
• World Vision’s Making Sense of Turbulent Contexts
• Collaborative Learning Project’s Do No Harm Analysis
• CPR Network’s Peace and Conflict Impact Assessment
• www.conflictsensitivity.org for a summary of 15 conflict
analysis tools in The Resource Pack
• http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1151 for
summary of multiple tools in The INEE Toolkit
Conflict analysis
Keep it live
Keep it real
Activity: Perceptions matter!
How can an individual’s perception impact conflict
analysis?
• National staff?
• International staff?
• Staff from one identity group?
• Staff from one language group?
• Which actors
should be involved in
a conflict analysis?
Who to Involve:
coordination and participation
 Government agencies
 Courts, human rights lawyers, human rights
organizations
 UN agencies
 Local and international non-governmental
agencies
 Village reconciliation structures
 Local religious organizations
 Media
 Truth and Reconciliation (if appropriate)
5 Steps for ‘Good Enough’ Conflict
Analysis in an Emergency Response
Speak with at least 3
other colleagues who
know the context to
identify conflict
triggers.
Speak with at least 3
conflict experts on
conflict actors,
dynamics and
causes.
Hold a focus group
discussion on conflict
triggers and how to
mitigate them.
Convene key staff to
discuss conflict
issues emerging and
potential mitigation
measures.
Apply conflict
analysis tool.
7 Questions for ‘Good Enough’
Conflict Analysis in an Emergency
Response
1. What is the history of the conflict in the area being
assessed?
2. What is the conflict about? (probably more than 1 thing)
3. What groups are involved in the conflict and the
program?
4. What divides these groups
5. What connects these groups?
6. Where are the conflict-affected areas and the program
areas geographically located?
7. Does conflict get worse at any particular time or period?
Activity: Conflict Analysis
Handout #2A Conflict Analysis
Time: 1 hour group work, 15 min. discussion
Instructions:
1.Working in groups, choose to use your case study
(recommended) or the one provided on Sierra Leone.
2.Reflect on your case study to answer the 7 ‘good enough’
conflict analysis questions.
3.Request one participant to write the answers on flip chart
paper.
Recap
1. What is the purpose of a conflict analysis?
2. Conflict analysis is the systematic study of
what?
3. Regarding causes of conflict, what is the
difference between a root cause and a trigger?
4. When should a conflict analysis be done?
Questions ?
Conflict Sensitive Education
Resources on Conflict Analysis
• For a brief overview of some of the most well-known conflict
analysis tools see: Conflict Sensitivity Consortium. (2004).
Conflict Sensitive Approaches to Development Humanitarian
Assistance and Peacebuilding: A Resource Pack.
www.conflictsensitivity.org
• The INEE Toolkit offers a selection of guidance and
resources for conflict analysis as well:
http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1151
• Page 54 of the INEE Guidance Note on Conflict Sensitive
Education. http://www.ineesite.org/en/resources/ineeguidance-note-on-conflict-sensitive-education
• Other local resources?
Supplementary Slides
Ensuring the education assessment is
undertaken in a conflict sensitive way




Who is involved in collecting the data?
Who is being asked?
How is information being collected?
What information is collected from which
sources? How do they compare?
 What are the assumptions of the assessment
tool?
Activity: Conflict Analysis
Handout #2B Conflict Analysis
Time: 1 hour group work, 15 min. discussion
Instructions:
1. Working in groups, choose to use your case study
(recommended) or the one provided on Sierra Leone.
2. Review the two tables: Actors Analysis, and Conflict
Causes and Dynamics.
3. Read your respective case study while keeping a look out
for the information necessary to complete the two tables.
4. Fill in the two tables on flip chart paper, 1 set for each
group.
Break Time
Analyze the Interaction Between
Education Programs and Conflict
At the end of this module
participants will:
1. Understand why the details of programs matter
in being conflict sensitive.
2. Understand how education and conflict interact
in a specific context.
3. Be able to analyze the interaction between the
program details and the conflict.
Defining Conflict Sensitive Education
2. Analyze the twoway interaction
between the conflict
context and
education programs
and policies
3. Act to minimize
negative impacts and
maximize positive
impacts of education
policies and
programming on
conflict
Interaction between conflict
and education parameters
Actors
Education
Conflict
Profile
For whom?
By whom?
What?
When?
How?
Where?
Conflict
Causes
Conflict
Dynamics
Program Parameters: Why?
 What are the needs that led us to plan this
program in the first place?
 To whose perception of needs are we
responding?
 What do we hope to change through the
intervention?
 Why us? What is the added value that our
organisation brings to addressing this need?
Program Parameters: Where?
 Why did we choose this location? What criteria
did we use?
 Why these sites and not those sites?
 Why on one side of the front lines and not both?
 Is there any way our programming could
become caught up in disputes over land claims?
 Does working with IDP communities in this
location help legitimise and make permanent
their dislocation?
Program Parameters:
For Whom?
 How did we chose the beneficiaries? What was
the criteria for choosing some people and not
others?
 Who did we leave out and why?
 If there are already tensions over targeting, what
underlies these tensions?
 Are we targeting one faction of the conflict?
 Who else benefits from our program (those we
rent buildings from, those who print our
textbooks etc.)?
Program Parameters:
By Whom?
 Who are our staff (ethnicity, faction lines,
nationality, gender)? What language(s) do they
speak?
 What is the proportion of local/expatriate or one
faction or the other?
 How were they selected – what were the hiring
criteria, and do those criteria differ in different
places?
 How are we, as an agency and as individuals
perceived?
Program Parameters: How?
 What is our mechanism of delivery?
 How exactly do we work?
 What forms of decision making do we promote
with communities? Do those involved in decision
making represent the communities?
 How exactly do we behave? Is there a difference
between local staff and ex-pats?
Program Parameters: When?
 What is it about the current situation that makes
right now the right time for the intervention?
 How long is our intervention going to last? (How
will we know when our intervention is finished?
What are the criteria? Is there an exit strategy?)
 Have there been delays?
 Does the program harmonise with the national
education system? Does the program observe
holidays? Of which cultural group?
Program parameters: What?
 What are the resources we will bring in? (money,
training, vehicles, radios etc.) – be specific.
 What kinds of resources are appropriate to these
circumstances?
 What language(s) are we planning to work in?
Guiding Principles
To raise awareness and adopt as standards of
practice.
Guidance Note
To build capacity on key concepts and strategies.
Reflection Tool
To assess, monitor or evaluate a programme.
Activity:
Handout #3A Education Program Parameters and the Conflict
Analysis
Timing: 50 min. group work, 25 min. discussion
Instructions:
1.Working in your same groups, review your respective case
study’s program description (the one provided or your own).
1.Review the findings from the conflict analysis in Handout #2.
1.Fill out the table either on the worksheet or on flipchart paper.
Recap
1. Why is clarifying program parameters important
for conflict sensitive education?
2. What are the program parameters?
3. What is one example from your work of an
education parameter that interacts with conflict
(positively or negatively)?
Questions ?
Interaction Between
Education Program and Conflict
For lists of analysis questions regarding the interaction between education and conflict,
look for these on the internet:
•INEE Education and Fragility Group. (undated). Analytic Framework Matrix of (over
200) Questions
•USAID. (2006). Education and Fragility: an Assessment Tool (150 questions)
•Fast Track Initiative. (2008). Progressive Framework: Discussion Document and
Guidelines. (30 questions)
Question list on knowing ourselves can be found in:
•Risk Management Office of DFID and GTZ. (2005). A Guidebook to Safe and Effective
Development in Conflict: A Tool for Analysis (Draft)
INEE CSE Pack
http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1148
•Other local resources?
Supplementary Slides
Activity
Handout #3B Education Program Parameters and the Conflict
Analysis In Detail
Timing: 50 min. group work, 25 min. discussion
Instructions:
1.Working in your same groups, review your respective case
study’s program description (the one provided or your own).
1.Review the findings from the conflict analysis in Handout #2.
1.Fill out the table, beginning with one question per box/parameter
and working across the columns. See example. If there is time, you
may move on and do more questions per box/parameter.
Conflict Sensitive Strategies
for
Domain 2: Access and
Learning Environment
At the end of this module
participants will:
1. Understand the interactions between access
and learning environments and conflict.
2. Know relevant key concepts, including: conflict
sensitive implementation, inequity and
grievance.
3. Be able to apply conflict sensitive strategies for
Domain 2: access and learning environments.
Defining Conflict Sensitive Education
2. Analyze the twoway interaction
between the conflict
context and
education programs
and policies
3. Act to minimize
negative impacts and
maximize positive
impacts of education
policies and
programming on
conflict
Activity
With a partner, for 5 minutes,
read the standards, then
discuss the question below.
1. In your work context, what
are the barriers
(challenges) to achieving
these standards?
2. How does not meeting the
standards lead to conflict?
Strategies for Conflict Sensitive
Access and Learning Environment
For example, if the conflict
analysis finds…..
Then consider….
• Limited access to
primary education by
rural youth was a root
cause of the initial
conflict
• Include rural youth in the
conflict analysis focus groups
• Include diverse members of
the communities in the design
of a youth centered program
• Communicate continuously
with the target area to ensure
the program is reaching the
agreed target population
• Ensure TVET is informed by
local market dynamics and
does not threaten existing
Access: opportunity not grievance
Education reform in
conflict-affected
contexts is an
opportunity to
correct historic
barriers to access
and the related
grievances.
UNICEF/ sierra Leone
Access: challenging cultural norms
If we are to challenge
cultural norms, how do
we do this in a way that
doesn’t contribute to
tensions or violence?
Access: Equality vs. Equity
Protection and Well-being
Schools can be
protective.
Schools can
increase child
protection risks.
Protection from 3 types of violence
 Direct violence – children are
killed
 Structural violence – children die
through poverty
 Cultural violence – whatever
blinds us to their death through
poverty, or ways we seek to
justify it
Facilities and Services
Any resource transfer in a resource scarce
environment may be perceived as biased
and therefore lead to conflict.
Example CSE Strategy
Community based
zones of peace
 SZOP in Nepal
 LIZOP in The
Philippines
Ckoons/2008/Baglung, Nepal
Activity
Handout #4 Implementation of Conflict Sensitive Access and Learning
Environment
Timing: 30 min. group work, 20 min discussion
Instructions:
At each table is an envelope of strips of paper with conflict sensitive education
strategies on them.
1. Working with your group, read each strategy.
2. Write on flip chart paper the INEE Minimum Standards headings: Equal
Access, Protection and Well-being, and Facilities and Services, one
heading per paper.
3. Then in discussion with your group, review the strategy, decide which
standard it relates to and why.
4. Tape each strategy under the appropriate heading on the flip chart paper.
5. On the blank strips of paper write additional conflict sensitive strategies
that support access and the learning environment. Then add them to the
flip chart.
Review
1. How can education access and learning
environment interventions relate to conflict?
2. What is one strategy for delivering conflict
sensitive access and learning environments?
3. What is one resource for additional ideas on
conflict sensitive strategies for access and
learning environments?
Questions ?
Conflict Sensitive Education Resources on
Access and Learning Environment
•
The INEE Conflict Sensitive Education Pack http://www.ineesite.org/en/educationfragility/conflict-sensitive-education
•
Iyer, P. (2004). Peace Zones of Mindanao, Philippines: Civil Society Efforts To End Violence.
http://www.cdacollaborative.org/media/88171/STEPS-Peace-Zones-of-Mindinao-PhilippinesCivil-Society-Efforts-to-End-Violence.pdf
•
GCPEA. (2011). Study on Field-based Programmatic Measures to Protect Education from
Attack. http://www.protectingeducation.org
•
UNESCO EFA. (2010). EFA Global Monitoring Report 2010: Reaching the Marginalized.
http://www.unesco.org/new/en/education/themes/leading-the-internationalagenda/efareport/reports/2010-marginalization/
•
UNESCO EFA-GMR (not dated). Inequalities in Education. p.4
http://unesdoc.unesco.org/images/0022/002204/220440E.pdf
•
UNICEF, Plan West Africa, Save the Children Sweden West Africa and ActionAid. (2010). Too
Often In Silence: A report on school based violence in West and Central Africa. http://planinternational.org/files/global/publications/campaigns/Too_often_in_silence_English.pdf
•
UNICEF. (2012). Child Protection in Educational Settings: Findings from Six Countries in East
Asia and the Pacific Strengthening Child Protection Systems Series: No 2.
http://www.unicef.org/eapro/CP-ED_Setting.pdf
•
Other local resources?
Supplementary Slides
How to challenge education cultural norms in a
conflict sensitive way?
Examples from Afghanistan
 Find allies amongst influential people
 Build your case within their language and
values
 Bring moderate proxies into the project to
gain acceptance from more extremist
actors
Education Inequalities and Conflict:
Democratic Republic of Congo
DRC 2010 Percentage Never Been to Primary School, aged 7-16
Protection and Well-being: Social Emotional Learning
 Social emotional learning (SEL) is the
development of internal, psychosocial protection
measures, such as empathy, identification of
feelings, and conflict resolution.
 Conflict sensitive SEL should:
 Grow out of the needs of the identified
community members
 Be guided by the community members’
mapping of the growth and healing they hope
to see
Conflict Sensitive Strategies
for Domain 3:
Teaching and Learning
At the end of this module
participants will:
1. Understand the interactions between conflict
and teaching and learning.
2. Be able to apply conflict sensitive strategies for
domain 3: teaching and learning based on
conflict analysis findings.
For example, if the conflict
analysis finds…..
Then consider….
• That rather than
• Provide equitable
reflecting the diversity
training to teachers of
of the learners, the
all backgrounds and
teaching force is
from all regions of the
drawn from one
country
language and ethnic
• consider recruitment
group, which is
incentives for
causing intergroup
underrepresented
tensions
groups
Education Assessment and Conflict
Example
In 2006 an analysis of education in Nepal revealed that
eighty percent of private school students passed the
School Leaving Certificate examination, compared to 20
percent of government school students. Government
schools are instructed in Nepali language. Private
schools are conducted in English. For the School
Leaving Certificate Examination, if a student failed in
one subject, such as English, they failed the entire
exam.
How does conflict interact with
teaching and learning?
Teaching
and
Learning
Conflict
Implicit Ethical Messages
 What are the values communicated
through the education curricula,
pedagogy and process?
Activity
Handout #5A: Conflict Sensitive Teaching and Learning
Timing: 35 min. group work, 40 min. of presentations by groups
Instructions:
1.Review the relevant sections in the INEE Guidance Note on Conflict Sensitive
Education pages, starting on pages 29 and 48.
2.Prepare a 10 minute lesson on conflict sensitive strategies for your assigned
standard that covers the following points.
3. You may use any teaching methodology for your lesson. Be as creative as
you can. You may use markers, flip charts or any other supplies available.
a. What would you need to know from the conflict analysis to ensure your
education strategies are conflict sensitive?
b. What are some conflict sensitive education strategies for this standard?
Questions ?
Conflict Sensitive Education Resources on
Teaching and Learning
•
•
•
•
•
•
•
•
Education Above All. (2012). Education for Global Citizenship. Doha: Education Above
All.
http://www.ineesite.org/uploads/files/resources/EAA_Education_for_Global_Citizenship.
pdf
Plan et. al. (2010). Too Often in Silence” A report on school-based violence in West and
Central Africa. http://planinternational.org/files/global/publications/campaigns/Too_often_in_silence_English.pdf
INEE. (2004-2008). Peace Education Programme. http://www.ineesite.org/en/peaceeducation
Anti-Defamation League. Education & Outreach Anti-Bias Education Resources.
http://www.adl.org/assets/pdf/education-outreach/Assessing-Yourself-Your-SchoolChecklist.pdf
Teaching Diverse Students Initiative Classroom Resources.
http://www.tolerance.org/classroom-resources
Collaborate for Academic and Social Emotional Learning. http://www.casel.org/socialand-emotional-learning
NAEYC. (2010). Anti-bias Education for Young Children and Ourselves.
http://www.naeyc.org/store/files/store/TOC/254.pdf
The INEE Conflict Sensitive Education Pack is available on the INEE Toolkit along with
other vetted implementation tools and resources
toolkit.ineesite.org/conflict_sensitive_education
Supplementary Slides
Conflict Sensitive
Teaching and Learning
Reflection Questions
Conflict Sensitive Strategies
for Curricula
• Early recovery phase
• Interim phase
• Long-term recovery
Conflict Sensitive Strategies for Training,
Professional Development and Support
For example, if the conflict analysis
finds….
Then consider….
• That rather than reflecting the diversity
of the learners, the teaching force is
drawn from one language and ethnic
group, which is causing intergroup
tensions
• Provide equitable training to teachers of
all backgrounds and from all regions of
the country and consider incentives to
underrepresented teachers such as
women teachers and teachers in remote
locations
• Pre-service teacher training is
segregated by ethnic group and content
includes nothing on social cohesion
• Include in training content: human
rights, inclusive pedagogy, addressing
historical memory
• Stop ethnic segregation of pre-service
teacher training.
• Supply of education is inequitable for
students largely because the most
qualified teachers are placed in the few
provinces least affected by conflict
• Explore incentive schemes and support
models to encourage highly skilled
teachers to serve in conflict affected and
hardship posts.
Conflict Sensitive Strategies for Training,
Professional Development and Support
Conflict Sensitive Strategies for
Instruction and Learning Processes
For example, if the conflict analysis
finds…
Then consider…
• Due to exclusion from public
education during colonial period,
parental mistrust of certain donors’
approaches to education support
• Coordinate with parents so they
understand the teaching
methods/content
• Colonial mandate of one language
of instruction, which marginalized a
large portion of the population
• Ensure participatory conflict
analysis informs the language of
instruction decisions going forward
• Post conflict reconstruction
included quick recruitment of
minimally qualified teachers who
are drawing upon their own biased
version of national history
• In in-service teacher training,
encourage self-inquiry of teachers
own biases and versions of history
Alternatives to Violent
Punishment
Physical and Psychological
Punishment
 Never includes forms of
 It is a physical or
violence, neither physical
psychological form of
nor humiliating
violence
 Questions the action, never
 Questions the person's
the person
dignity, not the action
 Offers an alternative
 Does not offer an alternative
behavior
behavior
 It produces positive
 Produces fear and obligation
learning in the child
to obey, not learning
 It is not imposed with
 It is based on an abuse of
authority
power
Positive Discipline
Conflict Sensitive
Strategies for Instruction and Learning
Processes
‘You are all my children, my
beloved. There are no these
ones and those ones, you are
all Rwandan.
Conflict Sensitive Strategies for
Assessment of Learning Outcomes
For example, if the conflict analysis
finds….
Then consider…
• National exam pass rates are
extreme low for certain identity
groups or regions of the country
• Make assessments accessible to all
• Clean assessments of biased
content
• Donor support of exam reciprocity
for only official refugee status
students is causing intergroup
tensions
• Pursue assessment reciprocity
across relevant education systems
for multiple affected groups
• Teachers of conflict-caused
overcrowded classrooms are
teaching to the test and thus
excluding the peace education
curriculum
• Include in assessments topics such
as citizenship, tolerance, and
shared experiences of history
Activity
Handout #5B: Conflict Sensitive Teaching and Learning
Timing: 45 min. group work, 15 min. discussion
Instructions:
1. Review the article.
2. Answer the reflection questions.
Conflict Sensitive Strategies
for Domain 4: Teachers and
Other Education Personnel
At the end of this module
participants will:
1. Understand how conflict interacts with
teacher recruitment, conditions of work
and support.
2. Know conflict sensitive strategies for
teacher recruitment, conditions of work
and support.
3. Understand what bias is and know how to
avoid it in teacher recruitment.
Activity
WHAT DO YOU THINK?
Time: 10 minutes
Instructions:
1. Form a group of 3.
2. Pick one of the three standards to work on.
3. Discuss with your group how conflict interacts
with that standard, in your working context.
Conflict Sensitive Strategies
for Recruitment and Selection
If the conflict analysis finds…
• Aid agencies are perpetuating historic discrimination in
teacher hiring, causing grievances among locals.
• Youth in a far Eastern province are protesting because
of the low quality teachers that are sent to their high
schools.
• The emergency response raised the educational
expectations of previously marginalized groups which
are not being fulfilled in the transition to development.
Conflict Sensitive Strategies
for Recruitment and Selection
What makes a teacher
conflict sensitive?
• Know?
• Understand?
• Be able to do?
Conflict Sensitive Strategies
for Recruitment and Selection
• Understands the conflict, root causes and dynamics and the
need for conflict transformation
• Knows education for all is a human right
• Self-awareness of own biases and of how their own actions
in/around learning environment may be perceived by different
groups in different contexts
• Possesses good inter-cultural sensitivity and understanding of
learners and families
• Able and willing to have a conversation with learners about
conflict
• Able to see the link between equal access to quality education
and prevention and mitigation of conflicts
• Able to gather and analyze information in various ways and
What is bias?
Conflict Sensitive Strategies
for Recruitment and Selection
Bias
1. Is learned through the socialization process of
direct and indirect experiences of others
2. Develops into assumptions about the “other”
3. Inhibits our ability to be neutral
4. Affects the way we work with others
5. Can cause or contribute to existing tensions
and conflict
Conflict Sensitive Strategies for
Compensation and Conditions of Work
For example, if the conflict analysis
finds…
• Inequitable teacher compensation for
teachers in conflict affected posts
• Aid agencies have caused inequities in
teacher compensation resulting in public
teacher strikes
• Lack of trust or confidence in government
and banking systems is a conflict driver.
Conflict Sensitive Strategies
for Support and Supervision
Support
 Equitable training for new identity groups, under
qualified
 Supplemental in-kind support to teachers in hardship
posts
 Peer support structures for groups of teachers in
hardship posts
Conflict Sensitive Strategies for
Compensation and Conditions of Work
Examples from:
 South Sudan
 Afghanistan
Ckoons/South Sudan/2012
Activity
Handout #6: Conflict Sensitive Practices for Teachers and Other
Education Personnel
Timing: 35 min individual and pair work, 10 min. discussion
Instructions:
1.Working on your own, explore how effective you are at promoting a bias free
education environment by answering the following questions.
2.When you are finished, find a partner to discuss your reflections. You may
use the following questions as a guide for your discussion.
a.
b.
c.
d.
How did your perception of your own bias change after finishing the
activity?
How could a tool like this be useful in your work when supporting
teacher recruitment, selection or supervision?
Why is it important for both recruiters and those being recruited to be
aware of bias?
What changes would you make to the tool to adapt it to your own
context?
Review
1. Give one example of a conflict sensitive
competency?
2. Explain how teacher compensation practices
could lead to conflict.
3. Describe a conflict sensitive strategy for
teacher support.
4. How might bias teacher recruitment lead to
conflict?
Questions ?
Resources for conflict sensitive strategies for
teachers and other education personnel
•
INEE Guidance Notes on Teacher Compensation in Fragile States, Situations of Displacement,
and Post-Crisis Recovery. http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1006
•
UNESCO IIEP Guidebook for Planning Education in Emergencies and Reconstruction.
Chapter 15: Identification, Selection And Recruitment Teachers
http://www.iiep.unesco.org/fileadmin/user_upload/Cap_Dev_Technical_Assistance/pdf/Guideb
ook/Guidebook%20Chapters/GB_2009_3.1_final.pdf
•
Anti-Defamation League Assessing Yourself and Your School Checklist [for anti-bias]
http://www.adl.org/assets/pdf/education-outreach/Assessing-Yourself-Your-SchoolChecklist.pdf
•
CfBT and Brookings Institute’s Building Effective Teacher Salary Systems in Fragile and
Conflict-affected States: Policy Report
http://www.brookings.edu/~/media/research/files/reports/2012/10/fragile conflict states
winthrop/09_cfbt_brookingsreport.pdf
•
Educators in Exile: The Role and Status of Refugee
Teachers.http://secretariat.thecommonwealth.org/files/254665/FileName/EducatorsInExileInfor
mationBrief.pdf
•
The INEE Conflict Sensitive Education Pack http://www.ineesite.org/en/educationfragility/conflict-sensitive-education
Supplementary Slides
Conflict Sensitive Strategy for
Teacher Supervision
 Problem: Liberia undisciplined behavior of
teachers is putting children at risk and
decreasing quality of education resulting in
grievances.
 Conflict sensitive solution: Participatory and
inclusive development of a teacher code of
conduct.
Conflict Sensitive Strategies
for Support and Supervision
Supervision
 Transparent, objective, participatory
 Codes of conduct
Conflict Sensitive Strategies
for Support and Supervision ?
What do you think?
Time: 5 minutes
Instructions:
Brainstorm with a partner for 5 minutes conflict
sensitive strategies for teacher support and
supervision.
Conflict Sensitive Strategies
for
Domain 5: Education Policy
At the end of this module
participants will:
1. Understand how conflict interacts with
education policy and law.
2. Be familiar with the international documents
that support the right to education and the INEE
CSE Guiding Principles.
3. Know conflict sensitive strategies for Domain 5:
Education Policy based on findings of a conflict
analysis.
Interaction between
teachers/personnel and
conflict
Education Policy
• Formulation
• Implementation
Conflict
Conflict Sensitive Strategies
for Recruitment and Selection
If the conflict analysis finds…
• Under decentralization of education, those in the
marginalized region perceive they have received less
power and resource than the others, which is leading
to grievances linked to structural drivers of conflict.
• Free and compulsory education national policy has led
to school level conflicts between teachers and parents
over informal school fees.
Activity
Time: 5 minutes
Instructions:
1. Below are some acronyms of the legal
documents that protect or support the right to
education for all including in contexts of conflict.
UNDHR, ICCPR, CEDAW, ICESCR, CRSR,
UNSCR 1998, other?
2. Write down as many of the document titles as
you can think of.
(Hint: you may find some answers in the INEE Guidance Note on Conflict Sensitive
Education.)
Conflict Sensitive Strategies
for Law Formulation
Educational law should…
1. Be aligned with human rights and international
law
2. Ensure provision of and access to education
without discrimination (including for refugees)
3. Reflect international law regarding the right to,
and protection of, education in times of conflict
4. Be backed by accountability measures
Conflict Sensitive Strategies for
Policy Formulation
 Use a process that is inclusive and fosters social
cohesion
 Respond to multi-stakeholder demands
Conflict Sensitive Strategies for Policy
Formulation
 Use equity as a guiding principle of formulation
 Inform policies by disaggregated data on budget
allocations, enrolments, and teacher
deployments
 Ensure smooth transitions from short to long
term policies
Conflict Sensitive Strategies for
Planning and Implementation
 Enforce equitable implementation in
all regions
 Continue participatory and inclusive
dialogue
 Integrate with other national
strategies
Conflict Sensitive Strategies for
Policy Planning and Implementation
 Build state’s capacity to monitor and
regulate non-government education
providers
 Plan education targets and resource
inputs with consideration for equity
 Monitor continuously
Reflection Tool
To assess, monitor or evaluate a programme.
Guidance Note
To build capacity on key concepts and strategies.
Guiding Principles
To raise awareness and adopt as standards of
practice.
INEE CSE Pack
Guiding Principles
Activity
Handout #7A Conflict Sensitive Practices for Education Policy
Formulation and Implementation
Timing: 45 min. group work, 15 min. discussion
Instructions:
1.Read the puzzle piece you have been given.
2.Determine which of the 6 principles it is relevant to.
3.Find the other participants with pieces for that principle.
4.Put your pieces in the order they appear on the INEE CSE Guiding
Principles.
5.Tape your puzzle together on flip chart paper when finished.
6.Put your group’s puzzle together with the others, in the right order, at
the front of the room.
Review
1. What is one international legal document that
supports the right to education for all?
1. What is one conflict sensitive strategy to
education policy formulation or
implementation?
1. What is one way you could use the INEE
Conflict Sensitive Education Guiding
Principles?
Questions ?
Conflict Sensitive Education Policy Resources
• Sigsgaard, M. (2012). Conflict-Sensitive Education Policy: A
Preliminary Review. Doha: Education Above All.
http://toolkit.ineesite.org/toolkit/INEEcms/uploads/1150/1_Sigsgaard_
M(2012)Conflict-Sensitive.pdf
• Hausler, K. et. al. (2012). Protecting Education in Insecurity and
Armed Conflict an International Law Handbook. London and Doha:
BIICL and Protecting Education in Insecurity and Conflict (EAA)
http://www.biicl.org/research/education/
• The INEE Conflict Sensitive Education Pack
http://www.ineesite.org/en/education-fragility/conflict-sensitiveeducation
• Other local resources?
Supplementary Slides
What is a peace dividend?
Conflict Sensitive Strategies for Law
and Policy Formulation
Peace Dividend
- A benefit available during peace that was not
previously available during conflict or war
- Can be an incentive for society to maintain
peace
Activity
What do you think?
Time: 10 minutes
Instructions:
1. With the group at your table, discuss these questions. You
do not need to write the answers.
• What does a conflict analysis tell you that is useful for
policy making?
• What are the challenges to implementing equity based
policies in conflict affected contexts?
• How have you overcome these in your work?
Activity
Handout #7B Conflict Sensitive Practices for Education Policy
Formulation and Implementation
Time: 45 minutes activity, 15 minutes presentation and discussion
Instructions:
1. Role-play as members of the Local Education Group.
2. Choose one of the six INEE CSE Guiding Principles.
3. Write a 2-minute advocacy speech to give at your next LEG
meeting about the Principle.
4. Include in your speech:
a) What the INEE Guiding Principles for Conflict Sensitive
Education are;
b) Why the selected principle is important, and
c) How (specific actions) the MOE could implement this principle.
Conflict Sensitive Education
Monitoring and Evaluation
At the end of this module
participants will:
1. Understand how monitoring and evaluation and
conflict interact.
1. Know the 3 parts to conflict sensitive monitoring
and evaluation.
2. Be able to apply the INEE CSE Pack Reflection
Tool.
Monitoring and Evaluation
Deciding what to measure
Deciding how to measure it
Collecting information
Analyzing information
Adapting the education program or policy
How does conflict interact with
monitoring and evaluation?
Education
Monitoring and
Evaluation
Conflict
3 Parts
to
Conflict
Sensitive
M&E
• How conflict sensitive
was regular M&E?
• How has the conflict
context evolved?
• How conflict sensitive
was the program?
3 Parts
to
Conflict
Sensitive
M&E
• How conflict sensitive
was regular M&E?
• How has the conflict
context evolved?
• How conflict sensitive
was the program?
Being conflict sensitive when
we monitor and evaluate
Consider:
 Whose perspectives do we need to hear?
 How should we reach those people?
 How will the data collectors will be
perceived by the people being consulted?
 Will people feel safe to speak?
 Will people become angry when reflecting
on our questions?
Conflict Sensitivity and
Types of Information
Type of information
Quantitative
 Numerical indicators of program performance
 Numerical indicators of education system
performance
 Numerical indicators of inequities across program or
system performance
 Expected consequences
Qualitative
 Quotations
 Perceptions of relationship between education
components and the conflict
 Perceptions of the conflict dynamics
 Attitudes towards implementing agency or other
actors
Conflict Sensitivity and Data Analysis
Triangulation
comparing information gathered across different
sources
Disaggregation
separating information according to different
characteristics
Validation
presentation of information to people familiar with
the issues in order to elicit their feedback on
accuracy
Education Inequalities and Conflict:
Democratic Republic of Congo
DRC 2010 Percentage Never Been to Primary School, aged 7-16
3 Parts
to
Conflict
Sensitive
M&E
• Was regular M&E
done in a conflict
sensitive way?
• How has the conflict
context evolved?
• How conflict sensitive
was the program?
Keeping the conflict analysis
live and real
How have the actors, dynamics and
causes of conflict changed throughout the
life of program or policy?
3 Parts
to
Conflict
Sensitive
M&E
• How conflict sensitive
was regular M&E?
• How has the conflict
context evolved?
• How conflict sensitive
was the program?
How to monitor the interaction
between project and conflict
•
Education program/policy affecting conflict?
•
Conflict affecting education program/policy?
•
What are the perceptions of the education
program/policy?
•
Have there been negative (or positive)
unintended consequences of this education
policy/program?
How to monitor the interaction between
program process and conflict?
 Has the transfer of education resources
contributed to conflict?
 Has the behavior of staff contributed to conflict?
INEE CSE Pack Reflection Tool
Questions
Your Responses
Follow-up and
References
Activity
Handout #8A Conflict Sensitive Practices for Education
Monitoring and Evaluation
Timing: 45 min. group work, 15 min. discussion
Instructions:
1.Take out the Reflection Tool from your participant packet and your
respective case study.
2.Decide which part of the Reflection Tool is most relevant to where
your respective case study is in the program cycle.
3.Do steps 1-4 of the ‘How to Use This Tool’.
4.Write your answers on your own copy of the Reflection Tool.
Review
1. List the three parts of conflict sensitive
monitoring and evaluation.
1. Explain the difference between:
a) delivering monitoring and evaluation in a
conflict sensitive way, and
b) monitoring conflict sensitivity
2. Give one use for the INEE CSE Reflection Tool
Questions ?
Conflict Sensitive Education Resources on
Monitoring and Evaluation
•
Goldwyn, R. and Chigas, D. (2013). Monitoring and Evaluating Conflict
Sensitivity: Methodological Challenges and Practical Solutions. Online: CARE
and CDA http://www.cdacollaborative.org/media/89735/Monitoring-andevaluating-conflict-sensitivity.pdf
•
DFID. (2010). Working Effectively in Conflict-Affected and Fragile Situations:
Briefing Paper 1: Monitoring and Evaluation.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/67
696/summary-note-briefing-papers.pdf
•
OECD. (2008). Evaluating Conflict Prevention and Peacebuilding Activities
Factsheet 2008. http://www.oecd.org/dac/evaluation/dcdndep/39289596.pdf
•
The INEE Conflict Sensitive Education Pack
http://www.ineesite.org/en/education-fragility/conflict-sensitive-education
•
Other local resources?
Supplementary Slides
How to monitor the interaction
between project and conflict?
Causality vs. Contribution
Monitoring or evaluation?
1. Emphasis on monitoring rather than evaluation
as we want to adjust programming
2. Incorporation of evaluative inquiry into
monitoring processes to understand interaction
with conflict
Should I develop indicators?
Sample indicators
Monitoring the conflict
Indicators
Means of verification
What is the level of
tension between
refugee and host
community over
education services?
# of incidents of violence between host
and refugee communities
Survey / Interview
% who report tension with other group
in target area
Survey
Interaction: Conflict &
Program
Indicators
Means of verification
Is school construction % of host and refugee communities
favouring one group
perceiving the school construction as
over another?
benefiting both communities
Survey
Are project staff able
# days staff have been unable to travel
to travel to all program to (each) program area due to security
areas?
concerns
Security records of
project office
Activity
Activity Handout #8B Community Participation and Coordination
Time: 30 min.
Instructions:
Working in your groups, discuss the following reflection questions.
Ask someone to write down your answers.
Reflection Questions:
1.What are some of the ways community participation, or the lack of it, can
contribute to conflict?
2.Can you think of some ways to ensure that community participation does
not trigger conflict?
3.What are some of the ways coordination, or the lack of it, can contribute to
conflict?
4.Can you think of some coordination strategies that will avoid education’s
contribution to conflict?
Reflection tool – M&E
4.1 does the monitoring tool include indicators that
measure how the conflict contexts affects the
education programme?
4.2 Are the monitoring indicators disaggregated to
show discrepancies? If so, do the discrepancies
inform the programme?
4.3 Is the conflict and education analysis reviewed
and updated regularly, with adjustments made to
programmes and budgets according to this
analysis?
Reflection tool – M&E (cont.)
4.4 Are both the programme design and funding
mechanism flexible and responsive to the conflict
context?
4.5 Are the different stakeholders providing and
receiving feedback on the indicators?
4.6 Have the intended or unintended
consequences of the education programme been
evaluated, or is there a plan to evaluate them?
Conflict Sensitive Education
Conclusion
Two faces of Education
When given in conflict affected contexts
education can:
• reinforce and prolong the conflict,
and
• reduce tensions and strengthen
people’s capacities to disengage
from conflict.
Defining Conflict Sensitive Education
2. Analyze the twoway interaction
between the conflict
context and
education programs
and policies
3. Act to minimize
negative impacts and
maximize positive
impacts of education
policies and
programming on
conflict
Reflection Tool
To assess, monitor or evaluate a programme.
Guidance Note
To build capacity on key concepts and strategies.
Guiding Principles
To raise awareness and adopt as standards of
practice.
Thank You!
Please complete the INEE CSE training
evaluation form now.
For more information and tools:
http://www.ineesite.org/en/educationfragility/conflict-sensitive-education