During conflict, the retreat of the state from the provision of public services creates a gap which is frequently filled by non-state actors.
 As communities value education both for its intrinsic human worth and its latent possibilities for societal improvement, which may contribute towards an end to conflict, the provision of schooling often becomes a priority and a focus of community engagement.
The Dakar World Education Forum in 2000 stressed the importance of meeting
‘the needs of education systems affected by conflict, natural calamities and instability and conduct educational programmes in ways that promote mutual understanding, peace and tolerance, and that help to prevent violence and conflict'. |
Post-conflict, the re-emergent state may, for a number of reasons, attempt to re-impose itself as a monopolistic provider of public services. The danger is that the re-emergence of the state may, deliberately or unwittingly, eradicate very positive non-state initiatives for education provision. Along with the loss of social capital this represents, there is a contiguous political regression contained in the idea of the state removing power from communities or the market. This in itself may contribute to increased grievance which could re-ignite conflict.
| Whilst community provision of education can be highly successful, it is not invariably positive. For example dependence on private resources may also reduce access to marginalised groups in the community intentionally or otherwise. Yet the state may act as the agent bringing principles of unity, equity and professionalism to this varied group of community based service providers.
In 2007, millions of children remain out of school, including at least 43 million children in conflict-affected fragile states |
The purpose of the study is to find and analyse evidence for:
• The emergence of community involvement in provision of education as a substitute for weak or absent state management or provision in emergency and conflict situations;
• The assertion that re-emerging states can tend towards disassembling community involvement in the provision of education; and
• The conditions which promote positive incorporation of community involvement in the provision of education into re-emergent state provision.
The research will conclude by drawing on the data collection and analysis to outline which factors enhance community participation in the provision of education in a manner that is positive, effective and sustainable. It will then specifically outline best-practice conditions for the incorporation of community involvement in providing education into re-emergent state provision.
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