Tracking the outcomes of INEE’s Training of Trainers in Conflict Sensitive Education

• In Event: Roundtable Session (Tuesday I)
  In Refereed Round-Table Session: Institutionalizing conflict sensitivity in education—a look at our progress to date

Proposal

Tracking the outcomes of INEE’s Training of Trainers in Conflict Sensitive Education
Education was once considered a neutral, technical activity; yet, over the past decade, the international education agenda has shifted in line with the wider 'do no harm' debate to recognize education's potential influence over spheres of security, governance and economics. With 1in3 of the world's 121 million out-of-school children living in fragile or conflict-affected situations (GPE,2016), the relationship between education and conflict has received targeted efforts. Yet, despite academic and practitioner focus, Reisman and Janke (2015) stress that conflict-sensitivity still needs to be "better understood and adopted by all partners." This paper explores the necessary processes required to 'institutionalise' conflict-sensitive practices within education-focused humanitarian organisations, highlighting key obstacles and opportunities from three case study locations; Iraq, Syria and Ukraine. The paper draws on the findings of an ECCN-sponsored research project that investigated the impact of an INEE Conflict Sensitive Education training of trainers (ToT) workshop that took place in Amman in 2017.

Author

• Kelsey Shanks, University of Exeter