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Abstract <p>Armed conflict profoundly disrupts the realization of the right to education in conflict-affected settings. This study examines post-war education recovery in Tigray following the 2020–2022 conflict, focusing on education disruption as a human security failure, legal and policy frameworks governing education recovery, and recovery strategies for sustainable education reconstruction. An exploratory qualitative research design was employed. Data were collected through semi-structured interviews with key informants drawn from UN agencies, international and national NGOs, regional education authorities, school principals, teachers, students, parents, and community members, complemented by document analysis. Thematic analysis was used to interpret patterns across education disruption, legal and policy frameworks, and recovery strategies. Findings reveal that education collapse was characterized by extensive institutional destruction, human resource depletion, psychosocial trauma, and governance fragmentation, producing a multidimensional human security crisis in which education institutions lost their protective and stabilizing functions. Although national and international legal frameworks provide a strong normative foundation for the right to education, their implementation was constrained by limited institutional capacity, fragmented governance structures, and resource shortages. Education recovery strategies, including teacher rehabilitation, community-led school reconstruction, inclusive education programming, psychosocial support initiatives, and humanitarian-government coordination, have enabled partial restoration of schools but remain insufficient for equitable and sustainable recovery. Advancing education recovery as peace infrastructure operating through a dynamic interaction between human security stabilization, social reconstruction, and human capital renewal, the study recommends coordinated interventions that simultaneously restore protection, rebuild social cohesion, and strengthen long-term development capacity. The study contributes to scholarship on human rights, post-conflict reconstruction, and education recovery in fragile contexts.</p>

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Rebuilding Education in Post-War Tigray: Human Security, Legal Frameworks, and Recovery Strategies

  • 期刊论文

  • 发表日期：

    2026年6月25日

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  • Kahsay Gebremikael Gebremariam,
  • Mulubrhan Atsbaha Geremedhn

摘要

Abstract

Armed conflict profoundly disrupts the realization of the right to education in conflict-affected settings. This study examines post-war education recovery in Tigray following the 2020–2022 conflict, focusing on education disruption as a human security failure, legal and policy frameworks governing education recovery, and recovery strategies for sustainable education reconstruction. An exploratory qualitative research design was employed. Data were collected through semi-structured interviews with key informants drawn from UN agencies, international and national NGOs, regional education authorities, school principals, teachers, students, parents, and community members, complemented by document analysis. Thematic analysis was used to interpret patterns across education disruption, legal and policy frameworks, and recovery strategies. Findings reveal that education collapse was characterized by extensive institutional destruction, human resource depletion, psychosocial trauma, and governance fragmentation, producing a multidimensional human security crisis in which education institutions lost their protective and stabilizing functions. Although national and international legal frameworks provide a strong normative foundation for the right to education, their implementation was constrained by limited institutional capacity, fragmented governance structures, and resource shortages. Education recovery strategies, including teacher rehabilitation, community-led school reconstruction, inclusive education programming, psychosocial support initiatives, and humanitarian-government coordination, have enabled partial restoration of schools but remain insufficient for equitable and sustainable recovery. Advancing education recovery as peace infrastructure operating through a dynamic interaction between human security stabilization, social reconstruction, and human capital renewal, the study recommends coordinated interventions that simultaneously restore protection, rebuild social cohesion, and strengthen long-term development capacity. The study contributes to scholarship on human rights, post-conflict reconstruction, and education recovery in fragile contexts.