Are alternative education programmes effective ways to
ensure the goals of Education For All (EFA) are met for populations
in situations of conflict and reconstruction?
Before, during and after conflicts, it may not be possible for
systematic formal education to take place. However, education
remains a basic human right, whatever the security environment. In
these circumstances alternative approaches to education delivery
often arise to “fill the gap” in education provision caused by
damage to the (educational) infrastructure, and security
issues.
Children in emergency and conflict-affected situations have a
wide range of educational needs depending on their context. Some
may have missed part or all of their education and be seeking to
re-enter education either formally or, particularly for older
children and youth, through alternatives means. The latter may
include basic literacy and numeracy skills and some vocational
training to help them obtain employment. Many children will have
witnessed or experienced horrific events and so required specific
skills and knowledge to help them to deal their experiences. This
research reviews some of the types of alternative education
programmes that are offered in emergency and post-conflict
situations and the contribution of these programmes to achieving
the goals of Education for All (EFA).
The authors consider two broad types of alternative education
programmes:
- Alternative access programmes provide
alternative methods of delivery to ‘fill the gap’ of education
provision for children who are not enrolled in the formal system,
for example, accelerated learning programmes or community-based
schools. Alternative access programmes generally include the use of
a formal curriculum, but the teachers are often unqualified (due to
lack of training or formal recognition of teacher training). These
programmes may also use different pedagogical methods (for example
more learner-centred and participatory than are generally found in
the traditional formal system). Case studies from Nepal and Sierra
Leone, as well as evidence from Liberia, reveal that these
programmes often improve quality at the learner level, but may not
always address quality concerns related to the overall education
system.
- Alternative curriculum provision programmes
are defined as those that offer non-traditional/alternative
subjects (such as HIV/AIDS prevention or landmine awareness),
either within the formal curricula, or in parallel to the formal
system. Most alternative curriculum provision programmes are
designed to change behaviour and therefore often require different
methodology and pedagogy that are also considered alternative.
Finally, the authors analyse challenges in the implementation of
alternative education programmes in post-conflict settings. These
range from coordination and data collection to programme
sustainability, teacher and student certification and
accreditation, and teacher remuneration. To overcome these
challenges it is essential for government ministries to be involved
throughout the design and implementation process. Furthermore,
communication between stakeholders is important to ensure the
relevance and appropriateness of programme design. This research
puts forward recommendations for sustainable planning and
coordination between actors, and on the planning, design,
implementation and monitoring and evaluation of alternative
education programmes.