The background literature relevant to this study provides a framework in
terms of: the characteristics of states in conflict and post-conflict;
the issues around the delivery of services under these conditions; the
need to develop appropriate indicators of ‘quality’ for these
services; and the lessons to be learned from previous experience of a
wide range of providers. This study contributes to this debate by
addressing the issue of ‘context’, which is raised but not developed
in much of the existing literature. This is understandable as it has
been produced largely by practitioners working for international
agencies, under considerable pressure. In each African country emerging
from conflict, those attempting to reconstruct the system of basic
education confront a situation produced by a particular historical
experience of conflict and of basic education. This research study has
developed a means of incorporating the varying perspectives of young
people, parents, communities, governments, international agencies and
INGOs on the crucial aspects for reconstruction of education in
particular contexts. It goes on to discuss what general lessons can be
learned from these experiences in relation to funding, management and
access, particularly in relation to Alternative Basic Education (ABE).
3 detailed country studies were carried out in northern Uganda,
southern Sudan and Somaliland, supported by case experiences of the
process of educational reconstruction in the Eastern Cape, South Africa
and Namibia and of the demobilisation of child soldiers in selected
The structure of the book is as follows:
Chapter 1 provides an introduction and overview.
Chapter 2 provides a literature review which discusses the publications and documents which have been most useful in developing the research.
Chapter 3 focuses on the issues of context outlined above.
Chapter 4 addresses the issues of policy and co-ordination for the providers of basic education in countries
emerging from conflict and their implications for the financing and co-ordination of alternative basic education.
Chapter 5 discusses issues of access to ABE in countries emerging from conflict related to vulnerability and
which have proved to be problematic in terms of commitment and actual provision.
Chapter 6 identifies the lessons learned from the research.
Educational Paper No. 67, DFID, London, UK, ISBN 1 86192 869 6, 114 pp.