The impact of post election violence on education in Kenya: a case study of the North Rift region of the Rift valley province

Abstract

The relationship between education systems and conflict presents policy makers with a conundrum. Schools are almost always complicit in conflict. They reproduce skills, values, attitudes and .social relations of dominant groups in society; accordingly, they are usually a contributory factor in conflict. Simultaneously, reconstructing and reforming education is increasingly viewed as a critical element in the strategy to reduce the risk of conflict or relapse into conflict. The central message in this paper therefore is that conflict presents not only challenges for reconstruction, but also significant opportunities for reform of education systems. The challenge of simultaneous reform and reconstruction at a time of constrained human, financial, and institutional resources and considerable urgency calls for particular attention priorities and sequencing of inter-ventions. Short-term immediate responses need to be conceptualized within a framework that provides for more substantial systematic reform as the new political vision emerges and system capacity is built. Conceptualizing conflict as 'development in reverse' should be analyzed in the context of its impact on development. Reducing poverty and decreasing reliance on primary commodity exports, both of which require a functioning and effective education system have been shown to be critical strategies for reducing the risk of conflict. Ethnic and religious dominance rather than diversity is also a powerful contributory factor in civil conflict; education has a key role in mediating or deepening ethnic, religious, socio-economic differences or other identity-based conflicts. Education that helps build stronger resilience to conflict is therefore a critical strategy for postconflict reconstruction. It goes without say, that conflict has a devastating impact on education, both directly in terms of suffering and psychological impact on pupils, teachers and communities, and in the degradation of the education system and its infrastructure. Yet these same educational systems are expected to make a significant contribution to rebuilding a shattered society at a time when they themselves are debilitated by the effects of conflict. Fortunately, as I will be showing in this study, schools and education systems are surprisingly resilient. And that the disruption caused by conflict offers opportunities and challenges for social reconstruction.This paper is to offered as a contribution to the ,-owing attention about the effect of violence on education. Included are findings of a study of education and postconflict reconstruction, drawing from literature reviews, a database of key indicators for 12 conflict affected countries in Africa, and a review of 5 country studies. The countries studied vary in terms of their present conflict status and the length, intensity and extent of conflict. Key issues in the country's study include ethnic and religious identity, politicization of education, competition for scarce natural resources especially land, minerals, water, and probable continuity of civil authority and civil administration.