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RESEARCH PRODUCT

Does fragility of States affect realization of Education for all? An empirical essay

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More than one child out three, in the world, who don't access to school live in countries which are in conflict or which have governments non-engaged in politics of poverty reduction or which lacks of operating capacity. Given this, in these fragile States, mainly in Sub-Saharan Africa, universal primary schooling will be off target for 2015, so invalidate the Millennium Development Goals. Thus, does fragility of States constraints, in a practical way, the goal of Education for all? In this paper, explanations are provided and empirically tested using Qualitative Comparative Analysis (QCA). From the results, several types of fragilities represent major obstacles to achieving UPE. According to the countries, there are several combinations of vulnerabilities for explaining the failure of these countries. The aim for this paper is also to define the plausible strategies driving the international development aid in education during the next decade in the context characterizing those fragile States. As part of good governance, the plausible landscape depends, in its own dynamic, on the impact, on the education system, driven by two simultaneous parameters: the first one concerns governance and the second the status of the primary education. The various forms of adjustment between these two parameters, in the specific grounds of the fragile States, can lead to a continuum in adaptations and bring to put in perspective the Education for all process.