Promoting Quality Education in Post-Conflict Situations: A Community Participation Approach

Mike Dio Jen, Temitayo O. Olaitan, Uchechukwu Kizito Ogu


Conflicts have devastating impact on children’s education. Formal and non-formal education structures are corroded, communities displaced and fragmented and educational inputs threatened. Maintaining a sufficient educational corps, recruiting educators, properly training and remunerating them become a challenge. During conflicts, the state may not have the capacity and political will to provide education. Communities in troubled or remote areas may become isolated and beyond the reach of government services and this may create gap which needs to be filled by non-state actors to ensure learning continues. Education is important both for its intrinsic human worth and for possibilities for societal improvement which may contribute towards an end to the conflict, the provision of schooling becomes a priority and focus of community engagement. In the absence or inability of an education authority to manage the education system, the community needs to step in to re-establish schools and keep the system functioning. The research sets out to explore the types of roles communities play in the provision of education and the conditions that may hinder or encourage positive engagement in both emergency and reconstruction settings. The research recommends that social and affective aspects of learning and active participation of all should be emphasized towards improving the educational quality in situations of post-conflict. Cultural and social dimension should be at the centre of community participation in education.


Promoting quality education; Post-conflict situations; Community participation approach

Full Text:



Burde, D. (2004). Weak state, strong community? Promoting community participation in post-conflict countries. New York: Columbia University.

Bush, K., & Salterelli, D. (Eds.). (2000). The two faces of education in ethnic conflict. Florence: UNICEF Innocenti Research Centre.

Castle, C., et al. (2005). Education in post-conflicts settings. Paris: UNESCO.

Cook, T., Melia, T., & Deng, I. (2004). On the threshold of peace: Perspective from the people of new Sudan. Washington DC: National Democratic Institute for International Affairs.

Davies, L. (2004). Education and conflict: Complexity and chaos. New York, NY: Routledge. Inter-Agency Network for Education in Emergency (INEE). (2008). INEE minimum standard toolkit. Retrieved 2016, January 25 from

Kaldor, M. (1999). New and old wars: Organized violence in a global era. Cambridge: Polity Press.

Kermeliotos, T. (2015). Nigeria: Boko Haram conflicts keeps one million kids out of school. Retrieved 2016, January 23 from http://

Munoz, V. (2008). Right to education in emergency situations. Report of the special rapporteur on the right to education. New York: United Nations.

Oladunjoye, P., & Omemu, F. (2013). Effect of Boko Haram on school attendance in northern Nigeria. In British Journal of Education, 1(2). Retrieved 2016, January 28 from

Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community. New York: Simon and Schuster.

Sharffer, S. (1999). Participation for change: A synthesis of experience. Paris: IIEP-UNESCO.

Smith, A., & Vaux, T. (2003) Education, conflict, and international development. London: Department of International Development.

Sullivan-Owomoyela, J., & Brannelly, L. (2009). Promoting participation: Community contributions to education in conflict situations. Paris: International Institute for Education Planning (IIEP-UNESCO).

Uemura, M. (1999). Community participation in education: What do we know? Washington DC: World Bank.

UNESCO. (2004). INEE minimum standards for education in emergencies, chronic crisis and early reconstruction. Paris: IIEP-UNESCO.

UN General Assembly. (2009). Report of the secretary-general on peace-building in the immediate aftermath of conflict. Retrieved 2016, February 15 from

United Nations High Commissioner for Refugees (UNHCR). (2003). Education: Field guidelines: Tool. Geneva: UNHCR.

Woolcock, M. (2001). The place of social capital in understanding social and economic outcomes. In Isuma: Canadian Journal of Policy Research, 2(1), 1-17.

World Bank. (2005a). Reshaping the future: Education and post-conflict reconstruction. Washington DC: World Bank.

World Bank. (2005b). Emerging civil society organizations in conflict-affected and fragile states: Three African country case study. Washington DC: World Bank.

World Health Organisation (WHO). (1999). Community emergency preparedness. A manual for managers and policy-makers. Geneva: WHO.



  • There are currently no refbacks.

Copyright (c) 2016 MIKE DIO JEN, TEMITAYO O. OLAITAN, Ogu Uchechukwu Kizito

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.


  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

  • Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Online Submission

  • Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
  • We only use four mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases:;;;

 Articles published in Canadian Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).


Canadian Social Science Editorial Office

Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada.
Telephone: 1-514-558 6138 
Website: Http://; Http://;

Copyright © Canadian Academy of Oriental and Occidental Culture