On Wednesday, March 9th, Aga Khan Foundation Canada (AKFC) and the Canadian Global Campaign for Education (CGCE) co-hosted a breakfast at the Delegation of the Ismaili Imamat to discuss successful initiatives to raise the quality of education in post-conflict communities.
Special guests for the conversation were: Dr. Hellen Inyega, Assistant Professor at the University of Nairobi, Kenya; Mr. Agostinho Mamade, Program Manager, Aga Khan Foundation Mozambique; and Mr. James Emmanuel Roberts, former Deputy Minister for Planning, Research and Development, Ministry of Education, Liberia.
In his introduction, Mr. Khalil Shariff, CEO, Aga Khan Foundation Canada, reiterated one of the major themes of UNESCO’s recently published 2011 Education for All Global Monitoring Report: the urgent need for the development sector to put forward effective post-conflict social and economic policies - policies that are not driven by the security agenda but by a thoughtful, flexible, and context-specific agenda.
The point was echoed by panellists who provided examples of how sound education policies, implemented by the right actors, can promote stability and long-term peace.
The speakers also drew on their extensive experiences – both at a grassroots and national level – to challenge broad assumptions about education in the developing world, emphasizing how quality can be attained even in difficult circumstances.
Dr. Inyega reflected on the experience of Kenya, and educational initiatives in the wake of civil unrest sparked by the December 2007 presidential elections. While the country’s experience has so far been peaceful, it’s a “tenuous track,” she emphasized, “and we need to make sure we remain successful.”
Mr. Roberts picked up on Dr. Inyega’s comments by emphasizing that “educational initiatives for countries coming out of conflict should not be centred around the military,” suggesting Liberia’s experience can be used in other post-conflict countries. Instead, he argued, “we need to mentor young people, helping them to regain their equilibrium, regain values that are common, centered values.”
Both Mr. Roberts and Mr. Mamade emphasized the importance of intelligent programming around educational initiatives both during a conflict and in its wake. “During a war, people move, and educational systems need to be flexible enough to move with them,” explained Mr. Mamade. “In addition, schools have the opportunity to be seen as a unifying force,” he added. “Don’t make them political.”
