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.
The Flexible Learning Strategies for Out of School Children programme is a UNESCO initiative with the aim of supporting inclusive and quality education for every child in the region. Our goal is to reach the remaining and most vulnerable 5% of children with no access to education in the region and support quality improvements in learning for every child.
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