Analytic Framework of Education and Fragility

The INEE Working Group on Education and Fragility commissioned researchers to undertake situational analyses of education and fragility in Afghanistan, Bosnia-Herzegovina, Cambodia and Liberia. Each situational analysis will collect and examine data related to education and its relationship with fragility in that given context.

The framework of analysis for all four studies was an Analytic Framework of Education and Fragility developed by the Working Group that built on existing tools, such as the USAID Education and Fragility Assessment Tool (2006) and the Fast Track Initiataive’s (FTI) Progressive Framework (2008). The framework laid out common research questions that would facilitate a process of:

1. Understanding the fragility context;
2. Understanding the education sector response to fragility including via sector assessment, planning, service delivery, resource mobilization and system monitoring;
3. Summarizing the impact of education sector responses and programmes on fragility; and
4. Developing lessons and recommendations for education sector response in fragile contexts in the given context and more broadly.

 

Interactions between education and fragility were to be analyzed across five fragility domains (security, governance, economy, social and environment) against various aspects of education within four categories (planning, service delivery, resource mobilization and system monitoring). The analytic framework was also meant to provide a base upon which a cross-comparison examination of all four situational analyses would be developed.

Click here to view the Analytic Framework of Education and Fragility.

Each analysis results in deeper understanding of the relationship between education and fragility in that context and will facilitate the development of recommendations for policy, planning, strategies and best practice for country governments and programmes.