2014年-世界发展银行全球_Critical_Case_Insights_from_Mali___Strengths_and_Opportunities_for_Education_Reform_in_the_Midst_of_Crisis_88页_4mb

Mali Education Resilience Report Summary

Core Content

This report is part of the Education Resilience Approaches (ERA) program, a complement to the Systems Approach for Better Education Results (SABER). It focuses on the impact of the 2012 political and security crisis on education in Mali, particularly on displaced and host communities. The study aimed to identify resilience assets and windows of opportunity for education reform and long-term development, emphasizing the need for flexible and integrated education systems.

Main Findings

Impact of the Crisis

• Over 350,000 Malians were internally displaced due to the 2012 crisis.
• Thousands of students and teachers from the north were integrated into southern schools.
• The crisis exacerbated pre-existing risks in education, such as limited access, high dropout rates, overcrowded classrooms, and lack of qualified teachers.
• Economic hardship and food insecurity further threatened educational outcomes.

Assets and Opportunities

• Community and family solidarity played a crucial role in supporting displaced students and teachers.
• Schools acted as central hubs for social cohesion and cultural integration, especially through community-school management committees (CGS).
• Flexible policies by the Ministry of Education allowed displaced teachers to find temporary roles, enhancing school-community interactions.
• Cultural relevance and peer support were identified as key factors in fostering resilience and learning.

Key Recommendations

1. Strengthen Community-School Partnerships

• Expand the goals of community and family involvement in schools beyond administrative functions.
• Include risk protection, promotion of community assets, and student learning as policy objectives.
• Encourage community-based management of schools and formal recognition of extended family as a support structure.

2. Enhance Cultural Relevance of School Governance

• Reform CGS structures to better reflect local cultural practices.
• Introduce culturally sensitive terminology and strategies for organization, planning, and participation.
• Ensure accountability is expressed through innovative and community-driven mechanisms.

3. Promote Flexible and Integrated Education Services

• Introduce flexible school schedules, after-school classes, and non-traditional pedagogical practices (e.g., community projects, internships, mentorships).
• Support student-led clubs, team-based learning, and community projects that develop social and emotional skills.
• Train teachers to facilitate peer-to-peer learning and model emotional and social competencies.

4. Integrate Education with Health, Nutrition, and Livelihood Services

• Recognize the interconnectedness of education, school feeding, health, and livelihoods.
• Develop a holistic approach that ensures sustainable and effective service delivery.
• Use school canteens as platforms for health interventions (e.g., deworming, micro-nutrient supplements).
• Expand school feeding programs to include take-home food rations for vulnerable families.

5. Coordinate Cross-Sector Policies and Programs

• Align youth employment, technical and vocational education, and social protection frameworks with education goals.
• Scale up skills development programs to meet growing demand, in coordination with the labor market and private sector.
• Ensure political engagement and advocacy for school meals and sustainable financing mechanisms.

Conclusion

The report highlights that resilience in education is not just about coping with crisis, but also about transforming adversity into opportunity. It emphasizes the importance of institutional support, community involvement, and policy alignment to create a more inclusive, flexible, and responsive education system in Mali. The insights from this study can guide post-crisis education reform and long-term development strategies, ensuring that education remains a vital force for recovery and transformation.

Key Information

• Report Title: Mali: Impact of the Crisis on Social Sectors – Education Resilience RES-360° Report
• Date: June 2014
• Research Team: Joel Reyes, Jo Kelcey (World Bank)
• Mali Investigators: Members of the Ministry of Education and INSAT-Ministry of Finance, along with consultants
• Methodology: Rapid mixed-methods resilience assessment involving focus groups and a perception survey of 270 students, 50 parents, 43 teachers, and 10 school administrators across 5 southern communities
• Objective: To identify windows of opportunity for emergency responses, resilience building, and long-term education development
• Themes: Resilience, community assets, flexible education systems, cross-sector integration, social services, and policy reform

Supporting Institutions and Collaborators

• World Bank Global Education Practice
• Knowledge and Innovation Program
• Africa Region
• Emanuela di Gropello (Program Leader for Social Sectors, Mali Country Management Unit)
• Pierre Kamano (Senior Education Specialist)
• Kalilou Sylla (Technical support)
• Peer Reviewers: Olav Christensen, Juan Manuel Moreno, Venkatesh Sundararaman, Ita Sheehy (UNHCR)

Acknowledgments

• Earl Hain (data entry)
• Andrea Diaz Varela and Renata Piñedo (data analysis)
• Restituto Cardenas (administrative support)
• Participants: Five schools in southern Mali (Sala Community School, Souban Basic School, Yirimado School, Boukassounbougou Basic School, and Bolivarian School)
• Cover Photo: Students displaced from the north of Mali attending the Bolivarian School in the south.

Additional Notes

• The report is subject to copyright and non-commercial reproduction is permitted with proper attribution.
• The World Bank does not guarantee the accuracy of data presented.
• Maps in the report do not imply any judgment on legal status of territories.