Conflict Analysis Summary: Chad
This report summarizes findings from a situation analysis undertaken as part of the UNICEF Peacebuilding, Education and Advocacy (PBEA) programme, funded by the Government of the Netherlands. The purpose of the analysis was to identify key conflict drivers and the historical and structural dynamics, forces and roots of conflict underpinning them, as well as potential entry points in the education system to reduce violent conflict and promote peace. The situation analysis carried out by UNICEF and Search for Common Ground included a comprehensive desk review of key documents, such as United Nations development frameworks and government plans, and independent analysis on conflict and fragility in Chad.
Field studies were undertaken in the capital city of N'Djamena and the regions (cities/towns) of Borkou-Ennedi-Tibesti (Faya Largeau, Fada), Guera (Mongo, Bitkine), Sila (Goz-Beïda, Koukou Angara), Wadi Fire (Baltic, Guereda), Mandoul (Koumra, Penni) and Logone-Orientale (Doba, Gore). Study areas were selected to reflect the diverse geography (subtropical, Sahelian and Saharan zones), culture, ethnicities and languages in Chad. Data were gathered through participatory workshops and interviews with stakeholders, including government and civil society representatives, traditional chiefs, teachers, refugees, internally displaced persons, and children and youth, both in and out of school.
The situation analysis examined the broader social, political, economic, demographic and environmental context in which the education system is situated. Conflict and natural disaster have had a significant impact on Chad's education system, undermining access, equity and quality. The education system is very limited in its capacity to respond to conflict and disaster, as evident in the absence of programmes and budget allocations to adapt to emergency and conflict situations. Despite these concerns, there are a number of hopeful signs that offer the potential to strengthen and support peaceful coexistence, reconciliation and social cohesion. Peacebuilding entry points in education and learning:
- Support the creation of a national platform for youth;
- Strengthen education system management;
- Adopt strategies to prevent and reduce the negative impact of conflict and disasters on education;
- Improve access to inclusive education for marginalized groups;
- Improve the quality and relevance of inclusive education;
- Strengthen individual capacities for peacebuilding and conflict resolution; and
- Strengthen community capacities to resolve conflict.