Critical Case Insights from Mali : Strengths and Opportunities for Education Reform in the Midst of Crisis
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World Bank, Washington, DC
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The education resilience assessment for
Mali was conducted within a wider programmatic study and
technical assistance framework, Mali: impact of the crisis
on social sectors. The broad assessment and action plan
supported by this framework crosses the education, health,
and social protection sectors. This assessment introduces a
resilience lens to identify both the risks brought about or
accentuated during the recent political and security crisis
in the country, and the community and institutional assets
that have helped displaced and host communities cope with
it. This focus on risks and assets is fundamental to a
resilience approach, and are indeed interrelated. In
education resilience, the author's stress how the
education system protects and fosters the assets of local
school actors, but resilience also suffuses the
institutional level, contributing to the policies, programs,
and resources that address the protection and educational
development needs of students. In this Mali education
resilience study, the education communities of interest are
those displaced from the north, due to the 2012 political
and security crisis, and those in the south hosting them.
However, the authors also extrapolate lessons learned for
the overall education system of Mali. This study benefitted
from the resilience (RES)-360°, a rapid mixed-methods
assessment methodology focused on resilience. Together, the
qualitative interviews and the perception survey also
identified those education services that were considered
most relevant to protect host and displaced communities and
foster longer-term education reforms. This report has four
chapters. Chapter one presents the data collected from
participating school actors about the risks they faced as a
result of the crisis and the assets they used to cope.
Chapter two extrapolates some of the implications of these
risks and assets for school-based management structures and
programs in Mali. Chapter three presents some initial
recommendations for aligning relevant education policies and
programs in Mali with a resilience-based approach. Chapter
four briefly guides the reader to additional relevant
research questions and topics that can further support the
education reform process in Mali.
Palabras clave
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