Enhancing Equity in Education by Better Aligning with the Women Peace and Security (WPS) Agenda and Framework Case studies from East and West Africa

• In Event: Roundtable Session 5

Group Submission Type: Refereed Roundtable Session

Proposal

The WPS United Nations Security Resolution (UNSCR) 1325 was adopted more than two decades ago, and its successive declarations advocate for women’s inclusion in the political and largely masculine domains of peace and security. In addition, advocates for women’s inclusion in the WPS framework, argue that education, a key component of prevention, protection and peacebuilding, is a central tenet of the WPS agenda yet, it is often overlooked, undermined, or bypassed altogether.
Advancing social justice for girls and women through education is exposed as a critical gap, particularly in conflict-affected settings, where the agenda and framework of WPS has increasing visibility and utility. In discussing the approaches to education’s contribution to peacebuilding in Northern Nigeria, Somalia and South Sudan we see how far we still have to go in amplifying the voices of the most marginalized girls; out-of-school, married; dropping out; learning amidst adversity; in unsafe environments due to violence.
The role of education and its connection with conflict and peacebuilding has to be considered carefully. Diverse studies have pointed out education’s negative and positive influence in conflict-affected contexts. (Bush and Salterelli 2000; Smith and Vaux 2003; Buckland 2004; Davies 2004; and Tawil and Harley 2004, Apple, 2005, Pherali and Sahar, 2018) For instance, education is often used for ideological indoctrination, or as a tool to further security objectives and nation building. Education is also a key instrument for knowledge and skill development and the ability to increase earnings and social mobility, or to enhance inclusion or marginalization of individuals and groups (Smith et. al 2011).
This Roundtable discussion will draw upon education and peacebuilding in Northeast Nigeria, South Sudan and Somalia and is grounded by the WPS agenda across each, to argue for the essentialism of women’s involvement in these arenas and to surface the challenges, areas of hope, and key points to consider as the discussants and other participants seek to test and expand the WPS framework. Expanding on the above, and using these and other examples - participants will be invited to delve into key areas for education and learning that do align to the WPS framework and identify areas for increased focus on linking the two efforts.
The key questions that arise from our alignment with these frameworks are:
What are the key efforts in peacebuilding and its intersectionality with education in conflict-affected areas?
How have/have not women/girls been included?
What interventions have worked/not worked?
What key lessons/best practices have we developed?
What can we learn from local/historical approaches in the region to peacebuilding that also include women and girls?
What are key recommendations to conceptualize and implement education that imagines a world where peacebuilding is an integral part of education?
Attention will be paid to the peacebuilding domain and how to think through ways of enhancing equity from a gender perspective in:.
Reforming Curricula as a peacebuilding endeavor: Analyzing how technical and school based curricula can be better aligned to WPS agenda and framework.
Social and Emotional Learning components and measuring well-being of girls: Discussing ways to enhance effectiveness for girls and boys separately, in support of WPS’s goal to bring about greater protection for marginalized women and girls.
Expand Training for Networks: Brainstorm on effective training and strategic communications to support Civil Society Organizations and Women Peacebuilders to amplify the WPS agenda.

Sub Unit

• Education in Conflict and Emergencies SIG

Chair

• Deepa Srikantaiah, USAID, Africa Bureau/SD

Individual Presentations

• Reforming Curricula for peacebuilding: Analyzing how technical and school based curricula can be better aligned to WPS agenda and framework. - Rina Dhalla, USAID/ME Bureau

• Social and Emotional Learning components to advance the well-being of girls in South Sudan - Wendy Wheaton, USAID

• Northeast Nigerian Education, Data and WPS - Vanita Datta, USAID