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Promoting Education in Crisis and Post-Conflict Reconstuction in Africa

17 June 2004

Ministers signed a declaration which acknowledged the challenge of delivering on education commitments during and after conflict.

Educating refugee children, protecting girls in conflict situations and addressing the return of young combatants in post-conflict reconstruction were some of the many challenges addressed by education ministers from 21 African countries, including 11 Commonwealth members.

Meeting in Mombasa, Kenya, on 2-4 June 2004, the ministers discussed the theme 'Achieving Education for All in Crisis and Post-Conflict Circumstances'. Those from conflict-torn countries such as Sudan and the Democratic Republic of Congo met with their colleagues from countries in the post-conflict phase including Liberia, Rwanda, Sierra Leone, South Africa and Uganda to explore the challenges of delivering education in conflict and crisis circumstances in Africa.

Roli Degazon-Johnson, Chief Programme Officer, Education, at the Commonwealth Secretariat, said: "The purpose was for ministers and their senior officials to explore the challenges encountered in seeking to achieve education for all, and specifically universal primary education, in conditions of civil strife, conflict and environmental crisis."

Commonwealth member countries which participated in the meeting included Botswana, Kenya, Lesotho, Malawi, Mozambique, Namibia, Seychelles, Sierra Leone, South Africa, Uganda and Zanzibar, United Republic of Tanzania. Non-Commonwealth countries were Burundi, Ethiopia, Gabon, Republic of Congo, Democratic Republic of Congo, Guinea Bissau, Guinea Conakry, Liberia, Rwanda and Sudan. Also represented at the meeting were development partners from the World Bank, UNICEF, UNESCO, Inter-Agency Network on Education in Emergencies (INEE), International Labour Organisation, Commonwealth Consortium on Education, and the Forum for African Women Educators. 

Critical issues addressed included the status of refugee and internally displaced children during crisis and post-conflict situations; the tension of language policy in schooling as both a conflict-reducing and conflict-creating catalyst in education; and the school and university as zones of peace/places of protection as against conflict-creating environments due to elitism in the education system. Conflict analysis and prevention as well as curriculum innovation and review to promote conflict reduction and social transformation were also discussed.

 At the end of the three-day conference the ministers signed a declaration which acknowledged the challenge of delivering on education commitments during and after conflict. They agreed to use their education systems as agencies and forces for peace-building, conflict prevention, conflict resolution and nation-building.

 The ministers also agreed to recognise the unique position of children in African society and honour their right to free primary education even in times of crisis and post-conflict situation, and endeavour to provide education and protection for every child without distinction of race, ethnicity, colour, sex, language, religion and nationality. They pledged commitment to collaborate with development partners in providing education for refugees, internally displaced persons and any other marginalised groups. Ministers supported the need to seek ways to provide education for children facing poverty, ill-health and HIV/AIDS, including those who are orphans.