The Issue of Education in Post-Conflict Reconstruction through the Transitional Justice Process: The Case of Côte D’Ivoire

Assamoi Seraphim Desire

doi:10.22158/fet.v3n4p141

Abstract

The inclusion of education in post-conflict reconstruction in a transitional justice process goes far beyond physical construction and educational facilities to become part of national educational planning and policy. The issue of education in post-conflict periods is at the level of the national education system in general and of educational policies and strategies in particular. In Côte d’Ivoire, as in other countries emerging from violent conflict, even if the issue of education can be identified in the structural and direct causes of the occurrence of conflicts, it must be recognized that the impact of these conflicts on education remains considerable at different levels. Thus, taking account of its consequences in post-conflict reconstruction in the context of transitional justice is of great interest both for its contribution to economic growth and for the promotion of fundamental human rights and social cohesion. A full involvement of education in the transitional justice process is a real potential for mutual reinforcement in the reconstruction process. Practical synergies between education and transitional justice call for closer collaboration between education and transitional justice actors.

Highlights

UNESCO considers that education is a human right for all, throughout life, and that access to education goes hand in hand with quality
It is necessary to show and appreciate through the case of Ivory Coast, how the transitional justice process has taken into account post-conflict educational reconstruction? But first, we are going to study the issue of education in the emergence of conflicts and its consequences on the school
We will see how education is taken into account in post-conflict reconstruction through transitional justice in Côte d’Ivoire. 3.1 The Questioning of Education in Conflicts This point will emphasis on the role of education in the emergence of conflict

Summary

Introduction

UNESCO considers that education is a human right for all, throughout life, and that access to education goes hand in hand with quality. In many African countries, war and conflicts of all kinds, by their impacts, tend to destroy the material, physical, organizational and functional supports of education This is what justifies its consideration in the reconstruction of the state and its adaptation to the sometimes-unexpected changes of the post-conflict period. Transitional justice is an important mechanism, among other things, for its potential to prevent violations and promote human rights in the future through post-conflict reconstruction or post-dictatorial regimes. From this perspective, the issue of education in the post-conflict period goes well beyond the physical construction of schools to the level of the entire system and national education policy in general. We will conclude with perspectives and some recommendations for a closer collaboration between education and transitional justice actors for a reconstruction that takes fully into account the educational issue

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Results

Discussion

Conclusion