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Struggling to Reconstruct Education in Burundi Since 1993 Staying power: struggling to reconstruct education in Burundi since 1993 Anna Obura Staying power: struggling to reconstruct education in Burundi since 1993 In the same series Never again: educational reconstruction in Rwanda Anna Obura Surviving school: education for refugee children from Rwanda 1994-1996 Lyndsay Bird Parallel worlds: rebuilding the education system in Kosovo Marc Sommers and Peter Buckland Co-ordinating education during emergencies and reconstruction: challenges and responsibilities Marc Sommers Learning independence: education in emergency and transition in Timor-Leste since 1999 Susan Nicolai Islands of education: schooling, civil war and the Southern Sudanese (1983-2004) Marc Sommers Fragmented foundations: education and chronic crisis in the Occupied Palestinian Territory Susan Nicolai The views and opinions expressed in this booklet are those of the author and do not necessarily represent the views of UNESCO or the IIEP. The designations employed and the presentation of material throughout this review do not imply the expression of any opinion whatsoever on the part of UNESCO or the IIEP concerning the legal status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries. The fi nancing for the research of the case study has been generously provided by the UK Department for International Development (DFID) The publication costs of this study have been covered through a grant-in-aid offered by UNESCO and by voluntary contributions made by several Member States of UNESCO, the list of which will be found at the end of the volume. Published by: International Institute for Educational Planning 7-9 rue Eugène Delacroix, 75116 Paris e-mail: [email protected] IIEP web site: www.unesco.org/iiep Cover design: Corinne Hayworth Cover photo: Giacomo Pirozzi Typesetting: Linéale Production Printed in IIEP’s printshop ISBN: 978-92-803-1308-6 © UNESCO 2008 Acknowledgements Burundi was still in the throes of civil war when this study was completed in 2004. It is therefore with particular appreciation that thanks go to the Burundi Ministry of Education, to local education offi cers, to teachers, children and parents who participated in this information gathering exercise during a very trying time. Neema Ndayishimiye’s inputs, under the helpful supervision of Oscar Bazikamwe, the Director of Education Planning in the ministry, provided precious statistics and other documentation. It was not easy for Daniel Bitagoye, the national consultant assisting the author, to move around the country with the mission, but he did so willingly. His long experience of education in Burundi was particularly valuable to the mission and opened many doors. Children agreed to be interviewed and they are warmly thanked. They were remarkably informative and their experiences will feed into future education programmes. The refugee Education Co-ordinators in Western Tanzania, Paul Niyungeko in Muyovosi Camp, Patrice Manengere in Mtabila Camp and those of Kibondo, kindly put aside some days for facilitating the mission and had prepared very informative presentations on camp education systems, especially in Muyovosi. The team of refugee interviewers did an excellent job. International Alert, in the person of Tony Jackson, remained a regular informant during the writing of the book and sent invaluable documentation, for which I was most grateful. There was exceptional collaboration to assist the author on the part of the three UN agencies involved in education in Burundi and in the refugee camps: UNHCR, UNICEF and UNESCO, in Bujumbura, Dar es Salaam, Western Tanzania and Geneva. A special word of thanks goes to the combined security units of these agencies for their kind attention and protection in Burundi. Not only was institutional assistance made readily available everywhere by these UN agencies but individual staff went out of their way to facilitate the study despite their evident heavy work loads. I would particularly like to thank Lawalley Cole, UNICEF, and Paul Ngarambe, UNESCO, in Bujumbura; Cathleen Sekwao, UNESCO, Robert Carr, UNICEF and Candida Muhanika, UNHCR, in Dar es Salaam; Penina Sangiwa, UNICEF, Kasulu Camps, Western Tanzania; 5 and Lee McDonald, Chief Archivist and Patricia Fluckiger-Livingstone in UNHCR, Geneva. A fi nal expression of gratitude goes to UNESCO IIEP, and especially to Chris Talbot, who has been an indefatigable supporter and editor of this series of case studies, assisted over time on this book by IIEP staff members Erika Boak, Lorraine Daniel, Jo Kelcey, Shérazade Mihoubi, Michelle Phillips, Carole Rigaud and Eli Rognerud, and by interns Daiana Andreoli and Magali Pons. The successive Chief Documentalists of IIEP, Françoise Du Pouget and Asunción Valderrama, have been the most exceptional colleagues, ready to track down the most obscure documents. They have been ably assisted by Aurore Hagel and Corinne Bitoun. The vision of IIEP and its partners in initiating analysis of education sector recovery in post-confl ict situations is to be lauded and it is hoped that the lessons learned will be translated and disseminated to a wide audience. Much information and many insights were offered by colleagues and respondents. The book is the fruit of those many conversations and exchanges but the specifi c content of the book, with its particular perspective and possible errors, is my own. Foreword to the series UNESCO is increasingly requested to provide an educational response in emergency and reconstruction settings. The organization is in the process of developing expertise in this fi eld in order to be able to provide prompt and relevant assistance. It will offer guidance, practical tools and specifi c training for education policy-makers, offi cials and planners. The fi fth of the eleven objectives adopted by the Dakar World Education Forum in 2000 explicitly focuses on the rights of children in emergencies. It stresses the importance of meeting “... the needs of education systems affected by confl ict, natural calamities and instability and conduct[ing] educational programmes in ways that promote mutual understanding, peace and tolerance, and that help to prevent violence and confl ict”. The Dakar Framework for Action (World Education Forum, 2000: 9) calls for national Education for All plans to include provision for education in emergency situations. Governments, particularly education ministries, have an important role to play in an area that has often been dominated by the actions of NGOs and United Nations agencies. Moreover, the fi eld of educational planning in emergencies and reconstruction is still young. It has to be organized into a manageable discipline, through further documentation and analysis, before training programmes can be designed. Accumulated institutional memories and knowledge in governments, agencies and NGOs on education in emergencies, are in danger of being lost due both to the dispersion and disappearance of documents, and to high staff turnover in both national and international contexts. Most of the expertise is still in the heads of practitioners and needs to be collected, since memories fade fast. Diverse experiences of educational reconstruction must now be more thoroughly documented and analyzed before they disappear. This task includes the publication in this series of seven country- specifi c analyses being conducted on the planning and management of education in emergencies and reconstruction. They concern the efforts currently being made to restore and transform education systems in countries as diverse as Burundi, Kosovo, Palestine, Rwanda, Sierra Leone, Sudan and Timor-Leste. They have been initiated and sponsored by IIEP, in close collaboration with the Division of Educational Policies and Strategies in UNESCO Headquarters. 7 The objectives of the case studies are: • to contribute to the process of developing knowledge in the discipline of education in emergencies; • to provide focused input for future IIEP training programmes targeting government offi cials and others in education in emergencies; • to identify and collect dispersed documentation on the management of education in the seven countries; and to capture some of the undocumented memories of practitioners; • to analyze response in seven very different situations to educational provision in times of crisis; • to increase dissemination of information and analysis on education in emergencies. IIEP’s larger programme on education in emergencies and reconstruction involves not only these case studies, but also a series of global, thematic, policy-related studies. In addition, IIEP is producing a handbook for education authority offi cials and the agencies assisting them, and developing training materials for a similar audience. Through this programme, IIEP will make a modest but signifi cant contribution to the discipline of education in emergencies and reconstruction. Its hope is to enrich the quality of the planning processes applied in this crucial fi eld. Mark Bray Director, IIEP 8 Contents Acknowledgements 5 Foreword to the series 7 List of abbreviations 11 List of tables 14 List of fi gures 15 Executive summary 17 Map of Burundi 22 Chapter 1. Introduction 23 Objectives of the study 23 The signifi cance of the study 23 The selection of Burundi 25 Education in emergencies – revisiting the rationale 26 The structure of the study 36 Chapter 2. Background 39 Introduction to Burundi 39 Investigating social discrimination 47 Investigating discrimination in the education sector from 1920s
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