Fragile and conflict-affected situations

Mary Joy Pigozzi*, Bidemi Carrol, Jacqueline Hayden, Susy Ndaruhutse

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Citations (Scopus)

Abstract

It is estimated that more than 200 million children live in fragile or conflict-affected areas. Their education is often disrupted and may be halted. Their opportunities to learn are made more difficult by economic hardship combined with disruption, distress, loss, trauma, or fear. Summarizing evidence on education for these children, the chapter focuses on three key age groups-early childhood, children at primary level, and adolescents-and outlines issues common to all. It also identifies what is not known and some research priorities. We conclude that there is a growing but insufficient body of relevant knowledge, and that in addition to learning the relevant fundamentals, both culture and crisis affect how children learn and what they need to know and be able to do in order to survive and thrive under such circumstances.

Original languageEnglish
Title of host publicationLearning and education in developing countries
Subtitle of host publicationResearch and policy for the Post-2015 UN development goals
EditorsDaniel A. Wagner
Place of PublicationBasingstoke, UK
PublisherPalgrave Macmillan
Pages58-73
Number of pages16
ISBN (Electronic)9781137455970
ISBN (Print)9781137455963
DOIs
Publication statusPublished - 29 Aug 2014

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