ポストコンフリクト緊急教育支援のためのディスコース

<p>This paper studies the current situation of education and associated problems in post-conflict reconstruction and explores the appropriate policy and operation system for educational assistance in emergency situation. The issues and challenges for education in reconstruction assistance are analyzed along with policies and operation systems of visions of UN organizations such as UNHCR, UNICEF, UNDP and the World Bank.</p><p>What can be found from these trends is, first of all, an extension from assistance in basic education. Aiming Education for All, they see assistance in education with the wider perspective of not only basic education, but also including middle and high education. Secondly, they see educational assistance as a key component of comprehensive support. It is a key issue in the time-lines connecting the emergency, reconstruction and development stages, and at the same time, as an issue integrating different sectors. Thirdly, there are the difficulties of assistance in education for refugees. It has achieved some results but because of that, they are seeking how to balance it with assistance in education of post-refugee assistance. Educational assistance for refugees and that of for new governments can be a trade-off. If the assistance in education for refugees is generous, then they do no return to their home countries, where the education system would be less advanced. To the contrary, without assistance in education for refugees, they cannot get a job after they return to their country. This is a big challenge for UNHCR and the NGOs, which are engaged in assistance for refugees.</p><p>Growing passions to the education were found not only in the urban areas, but also in the rural areas of Afghanistan. This could be an effect of advocacies by international bodies and other agencies. However, considering the difficult situation of the education in refugee camps and enthusiasm of Sierra Leone's returnees to education, their enthusiasms were grown not by external cause, but by an effect of displacement or conflict. Dr. Mieko Kamiya states that “How you live now would closely relate to how you see your future.” Becoming a refugee means losing a land, which is the only a livelihood in the traditional society. They have to make their new future in the evacuation place. What they can gain there are skills and qualifications by education. Besides, refugees, who had lived in a traditional society, touch different cultures (and modern cultures) of refugee camps or foreign countries. In such environment, those refugees may see education, as one would form their future. It would be understandable that the phenomenon called “refugee conversion effect” is a choice of refugees and affected people, but not caused by an external impact. This effect is linked to people's future. It has a power to engulf not only primary education but also all educations that are given by modern society. This wave of trend will run over basic education and flow into secondary education, and high education. This power would be a driving force for an education development beyond the power of Education for All.</p>