Education systems in countries at all levels of development increasingly need to manage the challenges of crisis, conflict, and violence (WDR 2011). In the face of such adversities, a new approach is needed to guide the provision of quality education. Education Resilience is this new approach.
The Education Resilience Approaches Program provides an integrated framework to guide national policy makers, ministries of education, school program managers, and development staff in defining policies and strategies that support positive education outcomes even in the face of adverse contexts. While resilience processes have been identified across all types of adversity, the Education Resilience Approaches (ERA) Program has made it a priority to understand resilience initially in the context of violence and violent conflict. These terms include armed conflict, genocide, organized crime, violent delinquency, school and family violence, and other types of oppression.
To ensure quality in contexts of overwhelming adversity, education systems need to transform and provide learning of continued relevance. Resilience requires innovative and often flexible approaches to access, learning, teaching, school management, and other governance structures. Education laws, policies, strategic plans, and institutions must guide effective resilience-based interventions. Community participation and social empowerment—supported by information sharing, consultations, co-administration, and monitoring and accountability—can guide the increasing demands on education systems in contexts of adversity. These demands include positive student, teacher, and school outcomes, as well as contributions of the education and other sectors to the peaceful transformation of families and society.
ERA was created in the spirit of working towards the achieving the MDG and EFA goals in contexts of adversity, and making operational the New Deal for Engagement in Fragile States agreed in Busan (Korea), which advocates a focus on resilience within country-led fragility assessments. Key Partnerships
The World Bank has been a partner of The International Agency Network for Education in Emergencies
(INEE) since its inception in 2000, and is an active member of the INEE Steering Committee. The Bank currently co-chairs the INEE Steering Group, and was a founding member and chaired the INEE Working Group on Education and Fragility, which is working with members to design policies and development intervention strategies concerning education in fragility.
In 2002, the World Bank together with development partners launched the Global Partnership for Education
(GPE) to help low-income countries meet the education Millennium Development Goals
(MDGs) and the EFA goals
. The Global Partnership for Education is a platform for collaboration at the global and country levels. Through the GPE compact, developing countries commit to design and implement sound education plans while donor partners commit to align and harmonize additional support around these plans. Funding is channeled through existing bilateral and multilateral channels and through the GPE fund
, which supports countries with insufficient resources prepare and implement their education sector plans. GPE ranks among the largest global partnerships in which the Bank is a player.
The Rapid Social Response
(RSR) program is a multi-donor endeavor to help the world's poorest countries, in partnership with the World Bank, to build effective social protection systems that safeguard poor and vulnerable people against severe shocks like the food, fuel and financial crises. RSR has been generously supported by the Russian Federation, Norway, the United Kingdom, Australia and Sweden since December 2009, and currently assists 85 activities world-wide. It also collaborates with the Japan Social Development Fund Emergency Window.
The Partnership For Education Development
(PFED) is a trust fund supported by the Department for International Development (DFID) of the United Kingdom since 2009 in partnership with the World Bank to respond to key policy issues in education. PFED’s primary focus is to build inter-agency synergies to generate innovative approaches to improve the quality of education and learning. Primarily PFED has supported the development of ERA and the World Bank’s Systems Approach for Better Education Results (SABER) program.
For more information or to contact the ERA Program, please email email@example.com