Conflict Analysis Summary: Myanmar
This report summarizes findings from a Peace and Development Conflict-Sensitivity Analysis (PDCA) undertaken as part of the UNICEF Peacebuilding, Education and Advocacy Programme (PBEA), funded by the Government of the Netherlands. The analysis provides a framework from which to understand the causes and dynamics of peace and conflict, primarily at the national level. It aims to identify opportunities for the United Nations Country Team in Myanmar and support conflict-sensitive approaches, using a peacebuilding framework, to the development of United Nations programming. This report also summarizes findings from a conflict analysis of the education sector in Rakhine State.
The PDCA was developed using data gathered between November 2012 and January 2013, and utilized a standard conflict analysis framework that included context, actors, causal analysis, conflict dynamics and identification of recommendations. Primary and secondary documents and reports were used to inform the background of the report. A total of 172 semi-structured interviews and focus group discussions with 291 individuals were conducted in Yangon, the Thai-Myanmar border region, and Kachin, Kayin, Mon and Shan States. The process and results of the PDCA were informed by the ongoing conflict in Kachin and the pessimistic perceptions of the prospects for conflict resolution in the region, as well as a detailed subnational analysis of Rakhine State. It also benefited from the inclusion within the analysis team of technical experts in children, youth and gender.
Peace dividends in education alone will be insufficient to make real changes to conflict dynamics in Myanmar. New and innovative approaches that focus on opening up dialogue, supporting advocates for peace and fostering a sense of inclusion, trust and opportunity are needed. Potential peacebuilding entry points in education and learning include:
- Develop and implement conflict-sensitive and culturally aware national education and language policies;
- Develop and implement an education reform plan;
- Improve the Government's capacity;
- Support initiatives that promote identity and citizenship;
- Develop plans and policies to discharge children from armed groups;
- Increase education services in ethnic-minority and conflict-affected areas;
- Expand peace education;
- Build and incorporate a vocationally relevant curriculum;
- Incorporate disaster risk reduction;
- Support joint landmine risk education programmes;
- Support youth peacebuilding efforts; and
- Support international development and humanitarian actors.