Education and Security a Global Literature Review on the Role Of
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Education and Security A global literature review on the role of education in countering violent religious extremism RATNA GHOSH ASHLEY MANUEL W.Y. ALICE CHAN MAIHEMUTI DILIMULATI MEHDI BABAEI 1 2 Contents Chapter 1: Introduction Context and Background 9 The Importance of Education for Security 12 Conclusion 15 Chapter 2: The Use of Education to Promote Extremist Worldviews Attacks on Educational Institutions 17 How Education is Used to Promote Violent Extremism 18 Educational Strategies for Recruitment and Promotion 18 Case Studies of Extremist Groups 24 Educational Backgrounds of Extremists 32 Problems with Other Forms of Education 34 Conclusion 35 Chapter 3: The Use of Education to Counter Violent Extremism How Education Can Counter Violent Extremism 37 Formal Education for CVE 38 Non-Formal Education for CVE 48 Evaluation 57 Conclusion 57 Chapter 4: Findings and Recommendations Major Findings 59 Gaps and Future Priorities 63 Final Remarks 65 Bibliography 67 Note This report was first published in February 2016. The research was commissioned by the Tony Blair Faith Foundation. The work of the Tony Blair Faith Foundation is now carried out by the Tony Blair Institute for Global Change. 3 ACRONYMS AQAP: al-Qaeda in the Arabian ITIC: The Meir Amit Intelligence and UN: United Nations Peninsula Terrorism Information Center, Israel UNESCO: United Nations AQI: al-Qaeda in Iraq IWPR: Institute for War and Peace Educational, Scientific and Cultural Reporting, London, UK Organisation, Paris, France AQIM: al-Qaeda in the Islamic Maghreb KAICIID: King Abdullah Bin UNICEF: United Nations Children’s Abdulaziz International Centre Fund, New York, US CRF: Center for Religious Freedom, for Interreligious and Intercultural US Dialogue, Vienna, Austria UNO: University of Nebraska, Omaha, US CVE: Counter Violent Extremism MI5: UK Military Intelligence, Sector 5 (domestic security) US: United States of America EU: European Union n.d.: no date USAID: US Agency for International GSPC: Groupe Salafiste pour la Development, Washington, DC, US Prédication et le Combat, also known NCTb: National Curriculum and as The Salafist Group for Preaching Textbook Board, Bangladesh USCIRF: United States Commission and Combatting in Algeria on International Religious Freedom, NGO: Non-governmental Washington, DC, US GTD: Global Terrorism Database, of organisation START, Maryland, US USD: United States Dollar OSCE: Organisation for Security and HRW: Human Rights Watch, New Co-operation in Europe USIP: United States Institute of York, US Peace, Washington, DC, US RSS: Rashtriya Swayamsevak Sangh, HSI: The United States Homeland India WWB: Women Without Borders, Security Institute, Washington, DC, Vienna, Austria US START: The National Consortium for the Study of Terrorism and ICG: International Crisis Group, Responses to Terrorism, University of Brussels, Belgium Maryland, US ISIS: Islamic State in Iraq and Syria TBFF: Tony Blair Faith Foundation, or Islamic State of Iraq and al-Sham, UK where al-Sham is the Arabic name for Greater Syria. It is also known UIS: UNESCO Institute for as ISIL (Islamic State in Iraq and Statistics the Levant), IS (Islamic State) and Daesh. UK: United Kingdom 4 Education and Security WHAT IS DIALOGUE? WHAT EXECUTIVE Executive SUMMARY Summary In July 2014, an expert roundtable convened by the Tony tremism threatens both national and personal security irre- Blair Faith Foundation and the UN Security Council Coun- spective of location or faith. Education has been particularly ter-Terrorism Committee’s Executive Directorate (UNC- damaged by direct attacks on institutions, by the removal TED) identified the need for better cognisance of the re- of educational opportunity, and by the use of education to search and understanding that has been developed to date indoctrinate and recruit young people. on the relationship between education and extremism. Yet current government responses to counter violent ex- The relationship between education and extremism is seem- tremism (CVE) have largely been to develop extensive and ingly paradoxical, it being used both in aid of, and to combat, costly counter-terrorism measures at national and interna- extremism. Gaining clarity of global understanding and of tional levels. This is done mainly through hard power – co- practice in the field is an urgent priority. The Faith Founda- ercive and aggressive measures that include military and tion therefore commissioned this review from McGill Uni- security strategy and tactics. These measures continue to versity in order to gain that high-level perspective. The re- be reactive to terrorist acts after they are planned and/or view’s purpose is to give a better picture of what is currently committed rather than being preventive. Whilst critical to understood across disciplines, to assess whether education combatting extremism, they do not prevent the initial de- should be a priority concern in combatting extremism, and velopment of violent extremist ideologies leading to radical- to identify knowledge gaps that need filling. isation and terrorism. The authors consider three core areas within the review’s Despite tremendous investment and efforts towards coun- scope. The first, ‘Is education important?’, is to explore the tering terrorism, terrorist attacks have increased. This review paradoxical nature of education in relation to extremism. suggests that more young people today are being radicalised The authors look at evidence on both the use of education through soft power – extremist ideas, ideology, narratives by extremists, including case studies of different extremist and propaganda. It questions whether this can be met ade- groups, and reasons why education should also be important quately by hard power responses, as these methods appeal in preventing extremism. The second area, ‘What education directly to the psychological, intellectual and emotional helps counter violent extremism?’, is to review the forms states of young people. of education that might be able to prevent extremism. The authors investigate the assumption that general education The review finds that social institutions, like schools and uni- alone is not enough, and that extremists, especially in lead- versities, have not been sufficiently supported to effectively ership positions, often have good educational levels, includ- foster resilience in students to resist the pull of extremist ing case studies of the educational background of extrem- ideology and narratives. Since universal education implies ists. Finally the third area, ‘How does education help?’, is to that all young people spend approximately 16 years of their consider current evidence for how education contributes to lives in schools, education is an obvious tool with which to combatting extremism. The authors map existing evaluation, develop resilience and offer a counter-narrative. programmes and cases to show the kind of education being promoted and why these programmes are effective, if they Indeed, this review concludes that the use of education is an consider them to be so. indispensable component for CVE. Education can increase the sustainability of CVE projects, complementing surveil- SUMMARY lance and intelligence measures. Yet the type of education is important. This review suggests that vocational training This review demonstrates that the impact of the worldwide alone is not enough and highlights that education must instil proliferation of violent attacks motivated by religious ex- critical thinking, respect for diversity, and values for citizen- 5 ship if it is to successfully prevent extremism. Moreover, should encourage identity development and foster crit- teachers need to be well prepared and resourced for this to ical thinking and appraisal. be effective. • The role of women in CVE has become increasingly prominent and their education should be equally so. The review also advises that CVE programmes that include As mothers are core pillars of communities they are the role of education are largely underreported. Govern- instrumental in creating environments conducive to ments, especially those in Scandinavia, Western Europe, preventing radicalisation and extremism. SUMMARY EXECUTIVE and parts of Southeast Asia, have established educational • Evaluation of preventive methods remains difficult due programmes in schools and prisons to prevent young people to the imprecise nature of establishing long-term suc- from being radicalised. In addition, numerous non-govern- cess. The most established programmes are also located mental organisations have well-established programmes to in conflict zones with a high concentration of religious engage members of the greater community in countering extremism. As such, up-to-date and detailed reporting violent extremism. However, the review notes that evalua- on their initiatives, efforts and success is difficult to tion of CVE is still difficult and imprecise, one reason being gather. that it is difficult to measure what has been prevented, and more needs to be done to improve this area. RECOMMENDATIONS KEY FINDINGS The authors of this review make the following three recom- mendations. A breakdown of these recommendations can This review makes the following findings. Further details on be found in Chapter 4. these can be found in Chapter 4. 1 GOVERNMENTS NEED TO IMPROVE THE WAY • Education is a double-edged sword used by both ex- IN WHICH THEY USE EDUCATION TO COUNTER tremists and for CVE. Formulated or conducted im- EXTREMISM properly, education can indoctrinate and