In this blog post we assess some limitations and opportunities of interventions that conceive schools as the main driver of change in conflict affected contexts. Education interventions in settings of forced displacement and conflict typically target a limited number of schools. This allows them to provide tangible and measurable results within the constraints of a fixed budget. Such interventions often combine literacy and numeracy training with socio-emotional learning, mental health, and protection measures. The ‘safe school’ approach is a prominent example, which conceives the school and its environment as the central unit that protects children from violence in and around schools. However, such approaches have little leverage in addressing structural marginalization. Our recent research in the Democratic Republic of Congo (DRC) assesses how violent conflicts interact with ethnic marginalization in the education sector.
Equitable Education Alliance (EEA) is a community of practice for organizations; ministries, agencies and NGO’s who strives to push for a more inclusive and equitable educational system while enhancing the performance of existing equitable education organizations at all levels
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