Critical Case Insights from Mali : Strengths and Opportunities for Education Reform in the Midst of Crisis

Reyes, Joel ; Kelcey, Jo

World Bank, Washington, DC

关键词: ACADEMIC LEARNING;    ACADEMIC PERFORMANCE;    ACADEMIC PROGRESS;    ACCESS FOR GIRLS;    ACCESS TO EDUCATION;   

RP-ID  :  93263

学科分类：社会科学、人文和艺术（综合）

来源: World Bank Open Knowledge Repository

【 摘 要 】

The education resilience assessment forMali was conducted within a wider programmatic study andtechnical assistance framework, Mali: impact of the crisison social sectors. The broad assessment and action plansupported by this framework crosses the education, health,and social protection sectors. This assessment introduces aresilience lens to identify both the risks brought about oraccentuated during the recent political and security crisisin the country, and the community and institutional assetsthat have helped displaced and host communities cope withit. This focus on risks and assets is fundamental to aresilience approach, and are indeed interrelated. Ineducation resilience, the author's stress how theeducation system protects and fosters the assets of localschool actors, but resilience also suffuses theinstitutional level, contributing to the policies, programs,and resources that address the protection and educationaldevelopment needs of students. In this Mali educationresilience study, the education communities of interest arethose displaced from the north, due to the 2012 politicaland security crisis, and those in the south hosting them.However, the authors also extrapolate lessons learned forthe overall education system of Mali. This study benefittedfrom the resilience (RES)-360°, a rapid mixed-methodsassessment methodology focused on resilience. Together, thequalitative interviews and the perception survey alsoidentified those education services that were consideredmost relevant to protect host and displaced communities andfoster longer-term education reforms. This report has fourchapters. Chapter one presents the data collected fromparticipating school actors about the risks they faced as aresult of the crisis and the assets they used to cope.Chapter two extrapolates some of the implications of theserisks and assets for school-based management structures andprograms in Mali. Chapter three presents some initialrecommendations for aligning relevant education policies andprograms in Mali with a resilience-based approach. Chapterfour briefly guides the reader to additional relevantresearch questions and topics that can further support theeducation reform process in Mali.