Adult Education in War and Conflict: A Comparative Study of Adult Education Initiatives in War-Torn Afghanistan, Iraq, Syria, Yemen, and Palestine

• In Event: Adult education in conflict and displacement settings: Online learning, language, and comparative analysis

Proposal

According to the report of the United Nations High Commissioner for Refugees (UNHCR, 2022), conflicts, wars, violence, and human rights violations have resulted in 108.4 million people forcibly displaced across the world in 2022. War and armed conflicts negatively impact various aspects of life such as lack of security, basic needs, and education (Akpala, 2019; Bekalo et al., 2003; Bright & Mahdi, 2010; Kurapova et al., 2023). Although education is vital for rebuilding the country and promoting justice and peace (Akpala, 2019; Bright & Mahdi, 2010; Ebeye et al., 2014), access to adult education is often severely restricted by factors such as violence, displacement, and discrimination (Burde et al., 2015, World Bank, 2018).
Some scholars have studied how adult education is essential for fostering justice and peace in war and conflict zones ( Akpala, 2019; Bright & Mahdi, 2010; McCaffery, 2005), while others focus on the roles of adult education in post-conflict settings ( Berkvens et al., 2012; Lysaght & Kell, 2011; Rajan, 1972). Further research on the effectiveness of adult education in promoting peacebuilding in wars affected areas (Campbell, & Campbell, 2012; Ebeye, et al., 2014; Madu & Ewelum, 2014). Some studies have also highlighted various adult education initiatives in conflict zones, including virtual exchange programs, transformative models of adult literacy, professional development training, and peace education (McCaffery, 2005; Boughton, 2018; Dietrich, 2022; Ebeye et al., 2014). Despite these positive contributions, war and conflict pose significant threats to the continuity and effectiveness of adult education. Consequently, the implementation of adult education practices in conflict-affected areas remains challenging and relatively underexplored. Moreover, a few studies focused on comparative country analysis of adult education as most research is done in a single country unit. Therefore, this research aims to examine specific barriers to adult education in war zones, focusing on how war and conflict impede the continuity of education from a human rights perspective by comparatively analyzing five countries in the Middle East region: Afghanistan, Iraq, Syria, Yemen, and Palestine. Our study contributes to the existing literature by evaluating current adult education practices and offering commonalities and nuances of its implementations in five countries, which have prolonged conflicts in the world, through comparative regional analysis. Moreover, our paper is significant because we illuminate the importance of offline digital resources and advocating for access to adult education through decentralized and decolonized approaches.
In this paper, we provide background information of adult education and war and conflict in each country. Then, using existing literature and research, we conduct a comparative analysis of adult education practices in these five countries severely affected by prolonged conflict. By comparing these countries, we provide a comprehensive analysis of the access and equity issues related to adult education in war and conflict zones. Our initial findings highlight barriers to adult education. These barriers include how war and conflict discontinue educational activities and threaten the safety of learners and educators (Human Rights Watch, 2019; OCHA, 2019). Moreover, cultural norms and resistance to formal education, particularly for women, further limit access. Many adult learners also have to prioritize their safety and survival over education because of the economic hardship (Burde et al., 2015).
After describing obstacles in adult education, our analysis reveals similarities and nuances of the roles of non-state actors, peace education, literacy, women education and vocational training programs in war and conflict. This study identifies that the involvement of non-state actors, particularly foreign agencies (e.g., UNESCO, USAID, UNDP, IRC, etc.), has played a significant role in adult education in all countries (El-Ghali et al., 2019; UNESCO, 2017). These organizations have provided programs on issues related to literacy, professional development, women empowerment, and vocational training (Andersen & Kooiji, 2007; Maleki, 2021; Miles, 2013; World Bank, 2020. However, a critical review of such efforts of foreign actors shows their top-down approach, which at times fails to align well with local context and needs in all countries.
Moreover, peace education in these five war-torn countries is a crucial strategy aimed at rebuilding societies fractured by conflict, fostering reconciliation, and preventing the recurrence of violence (Sirin & Rogers-Sirin, 2015; Tarkhani, 2024). Key areas of focus in peace education include promoting democratic values, encouraging civic responsibility, and fostering intercultural understanding (Ebeye et al., 2014; Tarkhani, 2024). In addition to peace education, adult literacy rates declined in Iraq, Syria, and Yemen post-war, while Palestine maintained high literacy levels despite occupation, and Afghanistan saw an increase after the U.S. invasion, with minimal gender disparities observed. However, cultural norms, along with security and economic challenges, particularly hinder women’s access to education in these war-affected regions, making it difficult for them to pursue literacy and learning opportunities. We find that vocational training programs are offered to enhance employability of adult learners, focusing on agricultural and construction sectors and skills like carpentry, and information technology (Mercy Corps, 2016; YEFE, 2017). However, these programs often lack active learning methodologies, funding and resources and are distracted by ongoing security issues (Dickson & Ladefoged, 2017; Rondinelli & Montgomery, 2005; UNDP, 2017).
We end our paper with ‘4’ ‘D’ implications: develop, decentralize, decolonize, and dedicate. First, it is essential to develop mobile learning platforms and offline digital content that can be accessed in low connectivity areas. Second, the need to decentralize educational programs with community-driven curricula that incorporate local knowledge, traditions, and languages is required for adult education in war and conflict. Third, it is also important to decolonize approaches to adult education programs related to peacebuilding with emancipatory pedagogical approaches based on local context. Finally, educators should dedicate their efforts in addressing war trauma with trauma informed education practices and culturally relevant counseling services for adult learners.

Authors

• Aik Paung Seinn, Michigan State University

• Sara Bano, Michigan State University