EDUCATION BARRIERS AND POLICY OPPORTUNITIES IN CONFLICT-AFFECTED FRAGILE ZONES

Abstract

Throughout the twentieth century, globally, the number of armed conflicts has risen considerably. These conflicts have resulted in a large number of deaths, as well as widespread displacement, terror, and economic damage. One of the most significant hurdles to children obtaining a proper primary education today is conflict-affected conditions, insecurity, and instability. Conflict is a key hindrance to achieving the SDGs, which include universal primary school completion. More than half of the primary-school-aged children of the world are expected to resides in conflict nations afflicted by war. When institutions are lacking capability, responsibility, or legitimacy to manage interactions between citizen and the state, people and the state become exposed to violence. Children are impacted by violence in a number of ways, ranging from injuries to death or to more long-lasting and irreparable effects on their education, health, nutrition, aspirations, and psycho-social well-being. Exposure to violence has a negative impact on children's educational achievement. Education, on the other hand, is increasingly recognized as having a role in preventing and/or worsening conflict. The purpose of this paper is to identify questions that have been addressed in previous systematic research about how children's education has been impacted, what are the barriers stand in the way of achieving the universal goal of education, and what implications living in conflict has for children's educational needs. In addition, this article will consider how educational policies and initiatives might offer a safe environment for children living in war or post-conflict settings.