Post conflict intervention: a comparative analysis of the education strategy in Kenya and Rwanda, 1996-2000
Omwenga, Everlyne K
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The objective of this study is to demonstrate the role of education as an intervention strategy during post-conflict situation, a case study of Kenya and Rwanda. The first chapter provides background content to the topic of research including reasons for conducting the study and objectives that the research seeks to meet. A discussion of the literature that informs the research is also provided as well as the methodology for conducting the research. The last content is the bibliography that laid ground to the theoretical knowledge. The second chapter introduces the concept of post-conflict intervention and describes the nature of activities that go on during post-conflict intervention and the place for education in such environment. The third chapter conducts an analysis between educational intervention in post-conflict societies, specifically post-genocide Rwanda and post-2008 election violence in Kenya. This chapter presents a critique of the analysis ofthe problem statement and the views that the study adopts following the analysis. Lastly the fifth chapter provides the findings from the data analysis and develops a conclusion to the research based on the findings. The study found that with the adoption of broad transformational agendas by individuals and institutions alike, there exists an opportunity where legacies of political violence in both Kenya and Rwanda can be countered. The commitment to confront past injustices can bring about substantial change. Indeed, without the acknowledgement that particular structures in society, such as institutional set-ups and socioeconomic factors, have allowed for political violence, profound change is unlikely to occur. Despite the existence of a civil society in Kenya that educates the masses while reminding political leadership of its pledges for reform, and scrutinises action taken; as well as an international community that follows closely the developments, there are risks that important transformational processes will not bear fruit. To avoid these risks, leaders and individuals in society must take responsibility, even if in the short-term it might seem easier to move on without addressing what is needed. It is imperative to implement educational initiatives that seek to entrench a culture of peace towards strengthening the individual and society as a whole, while addressing socioeconomic issues such as poverty, inequality, and resource distribution. The society must be allowed, and be willing, to participate and engage substantially in the further shaping and implementation of such transformational processes.