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Promoting access to quality, safe, and relevant education for all persons affected by crisis

Online Discussion: Conflict Sensitive Education (CSE) in Youth Programming

The purpose of this discussion series is to explore and define conflict sensitive education (CSE) in the context of adolescents and youth programmes. We will discuss the ways in which CSE is particularly relevant for youth (and how it is not), and explore the ‘risks and opportunities’ of working with youth in emergency settings.

This discussion series will feature posts on topics such as the role of youth in conflict, the inclusion of youth as ‘citizens’ with rights to participate in their communities and education, approaches to getting out-of-school adolescents and youth into classrooms, and best practices around CSE programming for youth in conflict-affected situations. Read below for the background and several resources related to this series.

The discussion series will launch during the week of 6 October 2014, and new discussion topics will be posted each week for five weeks. 


Discussion Forum Contributors and Topics


Discussion Post Author(s)

Discussion Topics (click on topic to access the discussion)

Oct. 6, 2014

Conveners of the INEE Task Team on Adolescents and Youth

Introductory Session - The Role of Youth in Conflict: Risks and Opportunities

Oct. 20

Michelle Bellino (University of Michigan School of Education), Vidur Chopra (Harvard University)

Youth as Citizens

Oct. 27

Lisa Zimmermann (Graduate Institute)

Lessons learned from education programming for youth in conflict

Nov. 3

Ally Krupar (RET)

Education for out-of-school and over-age youth in Dadaab

Nov. 10

Michaela Reich and 'Lauren Greubel, Global Partnership for Education

Conclusion: Designing a Post-2015 Education Agenda for – and with – Youth



In crisis contexts, education and training play a critical role in creating an environment where all young people can develop a sense of agency and purpose, gain livelihood skills, and become actors for peace and stability. And yet, all too often, even where education is available in emergencies, most programs target younger primary-aged children, with too little investment in the developmental and protection rights and needs of youth. The INEE Adolescent and Youth Task Team aims to fill this critical gap considering that:

1.8 of the world’s 7 billion people are adolescents and youth aged 10-24, that is more than 1 in 4 persons worldwide, 1 in 3 in sub-Saharan Africa.
In 2010, there were still 122 million people between 15 and 24 years of age - 74 million women and 48 million men - who were unable to read and write a short, simple statement about their everyday life. The great majority of these youth live in Southern Asia (62 million) and sub-Saharan Africa (45 million).
Only 55% of secondary-school-age children go to secondary school in developing countries, this figures is as low as 28% in the least developed countries (2007-2010 figures). In Africa, only about 1 out of 3 children of secondary school age actually attends secondary school.
For youth, this means understanding the particular and unique experiences of youth in conflict, the relationship between youths and educational policies and programmes, and the potential impact, both positive and negative, of these educational policies and programmes on youth.

For more information and to find out how you can support conflict sensitivity in your work, check out these free resources, which are available in several languages: