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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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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…… situations

  • Process

  • Analysis

  • Next steps

  • Activity


Overview situations

  • 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.






Overview situations

  • Process

  • Analysis

    • Summary of current approaches;

    • Inputs consolidated and draft analysis prepared;

    • Shared with Sub-Group and Working Group;

    • Next steps ….


Step 1: Understand your context…… situations

  • 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.


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’


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.


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.


Overview minimize negative impact

  • Process

  • Analysis

  • Next steps

    • Guiding Questions

    • Checklist for Field Practitioners


Activity minimize negative impact

  • 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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