Local Institutional Capacity Development For Education In Crisis And Conflict-Affected States
A Landscape Review
This landscape review provides an overview of the literature and good practices for local institutional capacity development (LICD) for education in crisis and conflict-affected environments (EiCC). It focuses on the transition from humanitarian crisis to development, and it is informed by conflict sensitive education and the importance of building resilience in these contexts. It draws on research, literature reviews, and evidence-based guidance from the following:
- U.S. Agency for International Development (USAID)
- Multilateral agencies of the United Nations (UN), including UNESCO, UNICEF, and the World Bank
- International nongovernmental organizations (NGOs) and networks, including the Organisation for Economic Co-operation and Development (OECD), European Union (EU), International Network for Education in Emergencies (INEE), and the Global Partnership for Education (GPE)
- Research institutes and academic literature
The purpose of the review is to establish a basis for a scope of work that will result in guidance on LICD to those at USAID and ECCN’s Community of Practice for the design, implementation, and evaluation of EiCC programs and projects. USAID’s mission in support of the goal of strengthening local institutional capacity is succinctly articulated by USAID Administrator Mark Green: “The purpose of foreign aid is to end the need for its existence” (USAID, 2018, p. 7). This fundamental goal is elaborated by the Agency guidance: “the core of our mission is a deep commitment to work as partners in fostering sustainable development. Rather than impose, we seek to empower and support through collaboration.We work hand-in-hand with those we seek to assist as well as others striving to support the most vulnerable. Nations and communities must increasingly be able to meet the needs of their citizens, whether by providing health care, education, or economic opportunity” (USAID, 2017).
The selection of literature for this review was guided by the degree to which each source addressed at least two of the following three domains: (1) institutional capacity development, (2) crisis and conflict-affected contexts, and (3) increasing equitable access to quality basic education. This review draws key sources of theory and evidence from this body of literature to accomplish the following:
- Describe current concepts and models of capacity development
- Present current analysis and research on effective principles
- Articulate challenges in implementing these principles
- Identify illustrative cases of good practice