By Brian Lanahan
This booklet examines the historical past of Bosnia and post-conflict Bosnian schooling within the surroundings of a society a great deal nonetheless politically divided. Bosnia and Herzegovina (BiH) serves because the ideal case learn for interpreting how schooling evolves in the context of huge state-building efforts and mass academic reform. concentrating on concerns critical to profitable schooling in a democracy, Lanahan highlights the significance of the governance constructions of the Dayton Peace Accords, the break up nature of schooling in BiH, the overseas community’s involvement in schooling, instructor schooling, and better schooling reform.
Drawing on a wealth of study through nationwide and overseas specialists, this e-book presents an attractive and well timed learn of world governance, neighborhood integration, and oversight by way of the foreign neighborhood over a 20-year interval for policymakers to contemplate as they proceed to create coverage for different rising democracies. either lecturers and practitioners within the box of overseas schooling and improvement will locate this a useful text.
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Extra info for Post-Conflict Education for Democracy and Reform: Bosnian Education in the Post-War Era, 1995–2015
The most effective capacity-building strategies focus on creating self-dependence and a sense of local ownership (McKechnie, 2003). Importing and implanting capacity by external actors are at best short-term and costly solutions and at worst create long-term dependence on external actors as well as resentment among local actors who are best positioned to be further developed to fill these roles and lead institutions for the long term (UNESCO, 2010). Timeline for Recovery Various sequential phases or ‘timelines’ for the recovery of education sectors have emerged.
27) Finally, the negative outcomes of education in post-conflict settings can be caused and/or amplified if external actors are unaware of the preexisting conditions that cause the conflict and do not identify the new patterns of discrimination and power that resulted from the conflict (INEE, 2011). GOVERNANCE AND PRACTICE OF POST-CONFLICT EDUCATION The majority of the literature on post-conflict education concerns the governance and practice of post-conflict education. According to Novelli (2010), The third major area of inquiry relates to the governance of delivering education in conflict and post-conflict zones, which comprises of toolkits, minimum standards guidelines, and working papers that seek to spread good practice in countries effected by conflict and post-conflict situations and amongst international agencies that fund, coordinate and deliver educational services in these regions.
V). In addition, education is also credited with building a lasting peace and stability, a tool for peace through intergroup understanding, and unlearning the culture of violence (Buchert, 2013) as a tool to influence political behavior (Putnam, 1993) and with the promotion of civil society, reductions in economic inequality, and improvement to the livelihood of the population (Walter, 2002). Education as a Catalyst for Future Conflict Conversely, education in post-conflict settings is also credited with a host of negative outcomes, such as excluding or humiliating minorities, exacerbating class and gender differences, and indoctrinating students through a hate curriculum (Davies, 2004).