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Safe and Learning in the Midst of Fragility, Conflict, and Violence : A World Bank Group Approach Paper (English)

Education is one of the most powerful forces we have for creating a more peaceful and prosperous future. Yet the children most in need of a good education are also at greatest risk of having their learning disrupted, whether by conflict, violence, pandemics, climate, or other crises. This approach paper lays out the World Bank’s policy approach for how to deliver education services so that children are safe and learning. The first section defines the context, dynamics, and key terms and concepts of education in fragility, conflict, and violence (FCV). The second section traces the evolution of the World Bank’s strategy for delivering education services in fragile settings. It draws on interviews with organizations working on education in emergency situations and presents the World Bank portfolio trends for FCV in education, dating back to 2005. The third section presents operational recommendations, drawing on interviews with World Bank task team leaders, managers, and country directors, as well as key partners. As such, this paper is not a systematic review of what works in FCV situations. Rather, it presents guiding principles, policy options, and operational recommendations for how the education sector can help deliver on the Bank Group’s FCV Strategy.


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    Holland,Peter Anthony, Sundharam,Joanna Shruti, Miwa,Keiko, Saavedra Chanduvi,Jaime, Abu-Ghaida,Dina N., Darvas,Peter

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    The World Region,

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    Safe and Learning in the Midst of Fragility, Conflict, and Violence : A World Bank Group Approach Paper

  • Keywords

    Fragility, Conflict, and Violence; access to secondary education; gross enrollment ratio; fewer years of education; Primary and Secondary Education; education in emergency situations; institution need; IS Building; Public and Private Institution; access to tertiary education; impact of climate change; education systems; Gender-Based Violence; children and youth; conflict and violence; approach to education; Learning for All; language of instruction; poverty on child; quality of policy; number of refugees; menstrual hygiene; skilled labor force; innovation and growth; access to schooling; Access to Education; fundamental human right; Early childhood education; basic education level; share of children; impact of education; higher education level; impact of disaster; wash water; quality education system; Internally Displaced People; building state capacity; right to education; cognitive behavioral therapy; service delivery mechanism; health care system; high death rate; ministries of education; victims of conflict; Internally Displaced Person; high dropout rate; local labor market; early warning system; resources for education; generation of children; response to crisis; protection from risk; public education system; secondary enrollment rate; high fertility rate; land and water; opportunities for corruption; participation in school; lack of accountability; Faith-Based Organization; universal primary enrollment; investments in education; service delivery points; primary school enrollment; lack of opportunity; Education Services; Violent Conflict; interpersonal violence; social cohesion; emotional skill; peace building; young woman; vulnerable population; refugee child; violence prevention; conflict zones; education portfolio; operational recommendations; fragile states; guiding principles; forced displacement; Host Communities; school closure; Natural Resources; societal level; education community; Conflict Prevention; political conflict; extreme poverty; psychosocial support; small states; state functions; positive impact; secondary level; Fragile Situations; emergency response; individual level; Education Policy; militant group; Child Marriage; affected country; education agenda; social contract; human capital; skill acquisition; good health; school child; population pyramid; monthly expense; skill base; economic prosperity; conflict settings; learning level; program monitoring; humanitarian need; security concern; Advisory services; psychological effect; societal inequality; increased risks; bilateral agency; national population; individual right; contextual factor; cultural transformation; quantitative criterion; military conflict; international ngos; rising inequality; conflict countries; conceptual model; open school; beneficial impact; educational initiative; government capacity; governance issue; Private School; staff turnover; political instability; operational modalities; fiscal crisis; extreme vulnerability; natural disaster; rural area; support structure; public provider; basic competency; social exclusion; adverse conditions; inclusive growth; armed groups; peaceful society; conflict management; violent behavior; daily life; young girl; education activity; civic skills; humanitarian response; social capital; negative effect; productive activity; social trust; Social Mobility; classroom management; Education Development; thematic area; national system; dominant group; education planner; rights principle; fundamental education; informal education; adolescent pregnancy; teaching method; severely limits; planning activity; community support; research training; rapid assessment; school-community relation; quantitative data; environmental factor; problem-solving ability; education institution; individual characteristic; socioeconomic factors; fiscal pressure; youth bulge; community resilience; young population; first child; Distance Learning; emotional development; education funding; emotional health; pandemic response



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Holland,Peter Anthony Sundharam,Joanna Shruti Miwa,Keiko Saavedra Chanduvi,Jaime Abu-Ghaida,Dina N. Darvas,Peter

Safe and Learning in the Midst of Fragility, Conflict, and Violence : A World Bank Group Approach Paper (English). Washington, D.C. : World Bank Group.