Inee working group on education and fragility
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INEE Working Group on Education and Fragility. Why conflict sensitivity?. An organisation is part of the context it operates in We have intended and unintended results, positive & negative Improve development results if we can reduce the unintended negative side-effects

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INEE Working Group on Education and Fragility

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Inee working group on education and fragility

INEE Working Group on Education and Fragility


Why conflict sensitivity

Why conflict sensitivity?

An organisation is part of the context it operates in

We have intended and unintended results, positive & negative

Improve development results if we can reduce the

unintended negative side-effects

Highly dynamic / fragile / conflict-affected operational contexts require an adapted working approach


A quick refresher what is conflict sensitivity

A Quick ‘Refresher’ – What is Conflict-Sensitivity?

  • Conflict sensitivity refers to the ability of an organization to:

  • Step1: Understand the context in which the organization operates;

  • Step 2: Understand the interaction between the organization's intervention(s) and the context; and

  • Step 3: Act upon the understanding of this interaction, in order to avoid negative impacts andmaximize positive impacts.


Conflict sensitivity vs peacebuilding

Conflict-Sensitivity vs. Peacebuilding?

Conflict sensitivity is attributed to the working in conflict.

Peacebuilding is attributed to the working on conflict.


A quick refresher what is conflict sensitivity the conflict sensitivity cycle

A Quick ‘Refresher’ – What is Conflict-Sensitivity?The conflict sensitivity cycle


10 principles for good engagement in fragile states and situations

10 principles for good engagement in fragile states and situations

  • 1: Take context as a starting point

  • 2: Do no harm

  • 3: Focus on state building as the central objective

  • 4: Prioritize prevention

  • 5: Recognize the links between political security and development objectives

  • 6: Promote non discrimination as a basis for inclusive and stable societies

  • 7: Align with local priorities in different ways and in different contexts

  • 8: Agree on practical coordination mechanisms between international actors

  • 9: Act fast but stay engaged long enough to give success a chance

  • 10: Avoid pockets of exclusion


What we did

What we did……

  • Process

  • Analysis

  • Next steps

  • Activity


Inee working group on education and fragility

Overview

  • Process

    • Identified existing approaches of WG member agencies;

    • Identified commonalities, strengths and opportunities to further increase conflict sensitivity;

    • Shared analysis;

    • Now…..develop guiding questions;

    • Then….develop a ‘checklist’ for field practitioners.


Inee working group on education and fragility

Existing Approaches


Inee working group on education and fragility

Existing Approaches


Inee working group on education and fragility

Existing Approaches


Inee working group on education and fragility

Existing Approaches


Inee working group on education and fragility

Overview

  • Process

  • Analysis

    • Summary of current approaches;

    • Inputs consolidated and draft analysis prepared;

    • Shared with Sub-Group and Working Group;

    • Next steps ….


Inee working group on education and fragility

Step 1: Understand your context……

  • Context Analysis, examining:

    • Conflict context factors

    • Actors involved

  • In addition, consider:

  • Children/ School level

  • Community level

  • National level

  • Education system

  • Need to ensure context analysis is linked to program implementation and reflected in planning process.


Inee working group on education and fragility

Step 2: Understand interactions between context and interventions

  • ‘How to’ guidelines/ checklists;

  • Training field staff and/or working with implementing partners;

  • “Do No Harm” principles

  • Need to maximize positive, transformational impact of education!

  • i.e. IRC’s ‘Healing Classrooms’


Inee working group on education and fragility

Step 2: Understand interactions between context and interventions

  • Indicators focus on:

    • Child protection and rights;

    • Equitable access;

    • Safe learning environments;

    • Resilience;

    • Policies vis-à-vis conflict;

    • “Do No Harm”

  • Need to consider interaction between organization, intervention, and conflict.


Inee working group on education and fragility

Step 3: Develop options to maximize positive impact and minimize negative impact

  • Flexibility;

  • Revising analysis.

  • Again, need to ensure context analysis is linked to program implementation and reflected in planning process.


Inee working group on education and fragility

Overview

  • Process

  • Analysis

  • Next steps

    • Guiding Questions

    • Checklist for Field Practitioners


Inee working group on education and fragility

Activity

  • The groups will be focusing at different levels:

  • All groups are developing guiding questions.

  • The guiding questions developed by those at the programme level will be based mainly on the three steps and will be further developed into a practical checklist.

  • The guiding questions developed by those at the strategic level will be based mainly on the 10 principles for good engagement in fragile states and situations as a basis to develop the guiding questions.


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