INEE Conflict Sensitive Education Training

1. INEE Conflict Sensitive Education Training Washington, DC November 6-7, 2017

2. Module 1 Introduction to Conflict Sensitive EducationAnne Smiley, FHI 360Nina Weisenhorn, USAID

3. At the end of module one participants will: • Have a basic understanding of the INEE Minimum Standards for Education in Emergencies • Understand why conflict sensitive education is important. • Know the three-part definition of conflict sensitive education. • Know when conflict sensitive education should be used or is applicable. • Be familiar with the INEE Conflict Sensitive Education Pack.

4. INEE QUIZ Rules: • Tables will each be a team • The question will be asked to one team at a time • You have 60 seconds to confer with your team and answer the question • One point will be awarded for each correct answer • If the team gets the answer wrong, another table can 'steal' the point by raising their hand

5. The 5 Domains

6. Standards, Key Actions, Guidance Notes • Standards - are what you want to reach. They are qualitative and universal, applicable in any environment. • Key Actions - are suggested actions to be taken in order to reach/meet the standard. • Guidance Notes –cover points of good practice to consider when applying the minimum standards and adapting the key actions in different situations.

7. Why focus on conflict sensitive education?

8. 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.

9. How Education Can Affect Conflict

10. So… How do we ensure the education programs and policies we deliver do not make conflict worse?

12. Three steps to conflict sensitivity

13. Step 1: Understand the Context What do we need to know about the conflict context?

14. Step 2: Analyze the interaction between education and context What do we need to analyze?

15. Step 3: ??????

16. INEE CSE Pack Reflection Tool Follow-up and References Your Responses Questions

17. INEE Guidance Note on Conflict Sensitive Education 5 Domains of the INEE Minimum Standards ________________________________________________________ Foundational Standards Access and Learning Environment Teaching and Learning Teachers and other Education Personnel Education Policy

18. Where and when is CSE applicable?

19. Applies Across All Phases of Conflict Conflict Sensitive Education Acute Conflict Outbreak Post Conflict Reconstruction

20. Applies across types of work Conflict Sensitive Education Programs and Policies

21. Applies Across All Levels of Education Conflict Sensitive Education

22. What conflict Sensitive Education is/is not

24. Module 2 Conflict AnalysisJoseph Sany, Anne SalinasFHI 360

25. At the end of this module participants will: • Understand key concepts around conflict, the effect of development on conflict, and conflict sensitivity • Understand why a conflict analysis is critical to conflict sensitive education. • Know what a conflict analysis is and where, when, and how it is conducted. • Be able to apply a mini-conflict analysis.

27. Conflict … • Occurs naturally in relationships and societies • Comes from people pursuing their interests • Can be a powerful force for positive change and growth Conflict arises when people hold incompatible needs, interests, desires, and objectives

28. Types and levels of Conflicts • Inter-personal conflict Conflict between individuals • Intra-group conflicts Conflict within a group • Inter-group conflicts Conflict between many groups • Intra-state conflicts Civil war between opposing groups within one state • International conflict Conflict between two or more states

29. The Conflict Equation + + = Motives + Means + Opportunity = Violent Conflict Grievance + Conflict + Triggers = Violent Conflict resources

30. Conflict affects development… • Development gains are wiped out in areas affected by violent conflict • Post conflict path to recovery is slow and costly • 40% of countries with violent past face high risk of renewed conflict within 10 years Development can play a role to: • reduce conflict risks • shape the trajectories of conflict-affected and fragile states

31. And development assistance affects conflict… “International foreign aid, when it’s provided in the context of a conflict or a context of any society, becomes a part of that context.”– Mary Anderson

32. How does education affect conflict?

33. Defining Conflict Sensitive Education

34. CSE Step 1: Understand the conflict context

35. 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, inter-personal) level conflicts

36. Conflict Analysis Background/ Context Facts that can’t be changed in the short term: • History • Geography/neighbors • Demographics • Exposure to external forces • Political, economic, socio-cultural, environmental and security context

37. Conflict Analysis Conflict Dynamics/ Trajectories • Trends – relatively durable dynamics and patterns that influence development. • Triggers – immediate and usually observable actions or events that can provoke acts of violence, suppression or conflict. • Windows of opportunities – identifying the strengths

38. Conflict Analysis Key Actors / Mobilizers • Spoilers/Peacebuilders • Primary and secondary actors • What are the relationships? • What are the capacities (for conflict or peace)?

39. High direct influence on conflict 4 3 Favourable to Initiative Unfavourable to Initiative 2 1 1 2 2 1 Low direct influence on conflict Key Actor/Mobilizer Mapping B. Ministry of Education A. Local indigenous authorities Add communication with other actors to the sum of influence: A: 6 + 3 = 9 B: 6 + 3 = 9 C. 3 + 3 = 6 D. 3 + 2 = 5 E. 3 + 2 = 5 C. Teacher union D. PTAs of non-indigenous schools E. Indigenous parents Channel Research

40. Conflict Analysis Conflict Causes & Resiliencies • Structural • Dividers/tensions • Grievances • Sources of resilience & connectors

41. Conflict Analysis • Connectors – things that bring people together across lines of fighting/ conflict • Dividers – things that separate people

42. Conflict Curve Source: World Bank, United Nations 2017

43. Conflict Curve Source: World Bank

44. Conflict analysis

45. How is conflict analysis done?

46. Rapid Education and Risk Analysis (RERA) 2.0 Tool 1: Sample RERA Scope of Work  Tool 2: Sample RERA Consultant Terms of Reference Tool 3: RERA Conflict Sensitivity Checklist Tool 4: RERA Parameters Checklist Tool 5: RERA Design Plan Template Tool 6: Key Informants and Focus Group Participants Matrix Tool 7: Key Documents and Resources Matrix Tool 8: RERA Research Questions Tool 9: School Community Review Scoring Rubric Tool 10: School Community Fieldwork Tool Tool 11: Sample RERA Final Report Outline Tool 12: Key Partner Education and Risk Analysis Tools 

47. Ensuring the analysis itself “Does No Harm” • 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 and biases of the assessment tool and team members? • What are ethical considerations? Is human subject review needed?

48. Perceptions matter! How can the perceptions of the donor and/or host government impact conflict analysis?

49. 7 (+1) Questions for ‘Good Enough’ Conflict Analysis in an Emergency Response • What is the background/context of the conflict in the area being assessed? • What is the conflict about? (probably more than 1 thing) • Who are the key actors/mobilizers involved in the conflict and the program? • What are the dividers (sources of tensions)? • What are the connectors (sources of resilience)? • Where are the conflict-affected areas and the program areas geographically located? • Does conflict get worse at any particular time or period, and why? • How has education been affected by, or affected, the conflict (e.g. access/learning environment; teaching/learning; teachers/personnel; policy)?

50. The conflict analysis toolshed