Conflict Analysis Summary: Somalia
This report summarizes findings from a conflict, peace and situation analysis undertaken as part of the UNICEF Peacebuilding, Education and Advocacy (PBEA) programme, funded by the Government of the Netherlands. The aim of the analysis is to identify conflict dynamics in the Somali context, explore the relationship between education and conflict, and identify opportunities for education programming to mitigate conflict drivers.
The first phase entailed a literature review of relevant peace, conflict and situation analyses for Somalia as a whole – as well as for Somaliland, Puntland and the South Central Zone (SCZ) individually – and a review of policy-oriented conflict analysis tools. The second phase was an investigation of conflict and peace dynamics in each of the three zones, and field research on the links between these dynamics and education. Interviews and focus group discussions were held in Somaliland, Puntland and the SCZ with government officials, civil society organizations, community and religious elders, business leaders, head teachers, teachers, students and parents. The final phase involved the University of York team collaborating with UNICEF Somalia's country and zonal offices to outline an education and peacebuilding programme for the three zones, based on the results of the conflict, peace and situation analysis.
The conflict, peace and situation analysis identified where education can play a key role in addressing identified conflict drivers. These have been prioritized according to their potential to contribute to the consolidation of peace and development in Somalia. Peacebuilding entry points in education and learning:
- Reform school-based governance structures;
- Provide safe and productive spaces for youth;
- Engage religious leaders;
- Use schools as community hubs;
- Support integration of internally displaced populations;
- Increase quality primary and secondary education;
- Undertake curriculum reforms;
- Provide teachers with training;
- Provide vocational training;
- Ensure schools are child-friendly;
- Promote recreational programmes;
- Identify and celebrate role models; and
- Engage peer tutors.