Rebuilding resilience: planning education in fragile contexts

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Rebuilding resilience planning education in
fragile contexts

• FTI Partnership meeting
• IIEP/UNESCO
• Monday 20th April 2009

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The Context

• Increase in natural disasters
• Floods
• Earthquakes
• Droughts
• Decrease in actual number of conflicts but
• Many emerging states still fragile
• Emerging states more at risk from global
  recession
• Potential conflict (resources demand)

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Planning for Resilience

• Typical assumptions
• Lack of capacity
• Lack of will
• Lack of capacities (absorptive and
  implementation)
• Lack of effective governance structures
• President of Burundi H.E. Pierre Nkurunziza I
  am aware of the semantic debate among development
  practitioners, such as we will only speak of
  countries in a fragile situation. But that does
  not take away the feeling of paternalism that is
  attached to these wordsApart from the emotional
  implications, it has financial and political
  implications.

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Terminology defines mind-sets

• Why do we use the terminology?
• Helps donors in order to categorise and fund
  countries that need to be supported differently
  
• Draws attention to the issues and requirements
  for these countries Save the Childrens Last
  in Line
• But.
• It is perceived negatively by the countries
  themselves
• It can affect private/foreign investment other
  than donor support

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Schooling is surprisingly resilient
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Planning ProcessesBuilding resilience

• Use the OECD-DAC Principle of take context as
  the starting point
• This implies a move away from categorising but
  supporting according to need less focus on good
  performance
• Capacities exist seek them out and build on
  them - education cluster approach

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SINGLE FTI PROCESS IMMEDIATE NEED
INTERIM
DEVELOPMENT TARGET
How do we do this in the context of the FTI?
EPDF
Comprehensive Education Sector Plan endorsed by
FTI
Interim plan (built on existing plans and using
Progressive Framework guidelines)
Catalytic Fund managed by WB or designated
supervising entity - longer term more predictable
- offers incentive to progress towards
development target
FTI Education Transition Fund managed by UNICEF
short term, small amounts incentive to
progress to full sector plan development
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The FTI Progressive FrameworkPrinciples

• Country level dialogue - building on existing
  plans and local education groups capacity
• Commitment to capacity building at national,
  regional and community levels
• Balancing short-term service delivery with
  longer-term reconstruction/institution-building
• Commitment to balanced system-wide development

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Using the Progressive Framework

• The PF provides an illustrative set of process
  indicators and provides a marker for the
  trajectory towards FTI endorsement if that is
  what a country chooses
• These indicators cover four key dimensions for
  the situation analysis to ensure that it starts
  from a broad systemic view
• Sector assessment, planning and Coordination
• Resource mobilization and financial management
• Service delivery and
• Monitoring student flows and learning.

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Developing a plan using the Progressive Framework

• What is different? A typical planning process
  but...
• Addresses - and aims to reduce - the forces
  that drive fragility (i.e. use of fragility lens)
• Contributes to the resilience and capacity to
  provide education
• Ensures that education does not reinforce
  existing patterns of education provision which
  may have contributed to fragility or conflict
• Supports education to contribute positively
  towards the reduction of fragility and tension at
  different levels INEE analytic framework

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Building resilience

• Within the context of planning how does this help
  build resilience?
• By increasing preparedness, so that all levels,
  national down to school level state system,
  teachers and community are aware of potential
  risks - role of the education cluster in this
• By using a fragility lens and the Progressive
  Framework - factors impacting on education and
  how education impacts on fragility

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Building resilience

• What does this mean in reality what are
  resilient schools, resilient states?
• Burundi In 2005 53 of the children between 6
  and 12 years went to school 2008 net enrollment
  is 85.
• El Salvador school emergency plans drills,
  children and teachers prepared
• Afghanistan - National Education Sector Plan

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IIEP/UNESCOs role

• Post Conflict Post Disaster
• Education Cluster capacity development
• Education planning and technical support - e.g.
  Iraq, Afghanistan, Angola, Kosovo