The role of secondary education in peacebuilding: The case of Hargeisa, Somaliland (1991-2006)

Abstract

This study is based on the theoretical framework of liberal peace that promotes the linking of social, economic and political well being of people with peace and stability. One fundamental way by which peace can be nurtured after the end of a violent conflict is through the vehicle of education. The study considers education an integral part in rebuilding social cohesion and in promoting knowledge, skills, attitudes and values that encourage non-violent behaviour among the youth.

In the aftermath of war, young people are constantly confronted with varied challenges ranging from social, economic and political problems. How they deal with these challenges, that is, whether they choose to resort to violence or peaceful resolutions will depend on the opportunities availed to them by society. In this regard, education can significantly improve prospects for young people in the social, economic and political spheres of their lives. Although education can be used as a weapon for conflict, through appropriate educational opportunities young people can learn values of peace and can cultivate a peacebuilding capacity in their inter-group relations. Thus, the study investigates the role of formal secondary education in peace building in post-conflict Somaliland.

Current education initiatives in Somaliland have significantly improved the political capacities, enhanced positive inter-group relations and promoted values of peace and tolerance among the youth. High levels of unemployment, clan manifestations in education, limited access to secondary schools, limited opportunities for further academic and professional advancement and poor governance were thought as dampening the role of secondary education in peace building. These challenges must be addressed and overcome for education to significantly promote sustainable peace in Somaliland.

The study concludes that formal secondary education makes an essential contribution to the development of political competencies, social and economic well being of the youth necessary for a sustained peaceful society. However, for education to be effective in activating and promoting sustainable peace, a multi-track approach to peace building is required at the policymaking, middle and grassroots levels in order to achieve the desired result of education that ensures conflict prevention and social cohesion.