Disrupted educational pathways: The effects of conflict on adolescent educational access and learning in war-torn Ethiopia
This article draws on qualitive interviews undertaken in December 2021 in South Gondar zone, in Ethiopia’s Amhara region
Abstract
This article draws on qualitive interviews undertaken in December 2021 in South Gondar zone, in Ethiopia’s Amhara region, with adolescent girls and boys, their caregivers, community leaders, and local service providers, including teachers and education officials. The qualitative interviews in South Gondar explored the experiences of young people during and after their communities were occupied by forces from the Tigray People’s Liberation Front in July and August 2021 and the effects the conflict has had on their educational pathways. With two rounds of data collection undertaken prior to the onset of the conflict in late 2017/2018 and in late 2019/2020, the sample design allows for comparisons in adolescents’ access to education, enrolment and attendance, educational quality, and educational aspirations. Although the conflict impacted indirectly on the research communities between November 2020 and June 2021, in July and August 2021 they were at the center of the violence. Accordingly, for most of the research participants, it was the first time that they had shared their experiences of the conflict beyond their community.
This is an output of the Gender and Adolescence: Global Evidence (GAGE) programme
Citation
Jones N, Abebe W, Emirie G, Gebeyehu Y, Gezahegne K, Tilahun K, Workneh F and Vintges J (2022) Disrupted educational pathways: The effects of conflict on adolescent educational access and learning in war-torn Ethiopia. Front. Educ. 7:963415. doi: 10.3389/feduc.2022.963415