Approaches to Improving the Delivery of Social Services in Difficult ...
Approaches to Improving the Delivery of Social Services in Difficult ...
Approaches to Improving the Delivery of Social Services in Difficult ...
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<strong>Approaches</strong> <strong>to</strong> <strong>Improv<strong>in</strong>g</strong> <strong>the</strong> <strong>Delivery</strong> <strong>of</strong> <strong>Social</strong> <strong>Services</strong> <strong>in</strong> <strong>Difficult</strong> Environments18. Service delivery <strong>in</strong>terventions may act as a tangible peace dividend <strong>in</strong>countries emerg<strong>in</strong>g from conflict. A number <strong>of</strong> service delivery<strong>in</strong>terventions have been designed and implemented <strong>to</strong> reach down <strong>to</strong> <strong>the</strong>grassroots level help <strong>to</strong> stabilise <strong>the</strong> situation <strong>in</strong> <strong>the</strong> immediate aftermath <strong>of</strong>conflict. Interventions are sometimes referred <strong>to</strong> as ‘quick w<strong>in</strong>s’ or ‘quickimpact’ projects (QIPs). Several agencies employ quick impact typeprojects, <strong>in</strong>clud<strong>in</strong>g DFID, USAID, <strong>the</strong> World Bank, The European Unionand UNHCR 17 . They tend <strong>to</strong> tackle high visibility problems and <strong>to</strong> try <strong>to</strong> w<strong>in</strong>‘hearts and m<strong>in</strong>ds’. In some cases, <strong>the</strong>y are <strong>the</strong> precursor <strong>to</strong> moredevelopmental approaches, centred on community-based reconstruction.19. The literature on <strong>the</strong> role <strong>of</strong> ‘horizontal <strong>in</strong>equalities’ <strong>in</strong> conflict highlights <strong>the</strong>importance <strong>of</strong> considerations <strong>of</strong> equity <strong>in</strong> <strong>the</strong> provision <strong>of</strong> services.Horizontal <strong>in</strong>equalities can be def<strong>in</strong>ed as <strong>in</strong>equality between groups <strong>in</strong>society (<strong>of</strong>ten based on ethnicity or o<strong>the</strong>r group characteristics) ra<strong>the</strong>r thanbetween <strong>in</strong>dividuals (say between <strong>the</strong> rich and <strong>the</strong> poor – so called‘vertical’ <strong>in</strong>equality). This work argues that group exclusion along social,economic, and/or political l<strong>in</strong>es is a source <strong>of</strong> differentiation and is one <strong>of</strong><strong>the</strong> potential triggers <strong>of</strong> conflict 18 . Access <strong>to</strong> services is one <strong>of</strong> <strong>the</strong> fac<strong>to</strong>rscontribut<strong>in</strong>g <strong>to</strong> such differentiation. Exclusion from services, <strong>in</strong> particulareducation, has been highlighted as a fac<strong>to</strong>r <strong>in</strong> conflict <strong>in</strong> countries asdiverse as Burundi, Sri Lanka, Nepal and Kosovo 19 . Efforts <strong>to</strong> reduce<strong>in</strong>equalities <strong>in</strong> access <strong>to</strong> services may help <strong>to</strong> reduce <strong>the</strong> threat <strong>of</strong> conflict.20. Education can be crucial <strong>in</strong> address<strong>in</strong>g <strong>the</strong> underly<strong>in</strong>g causes <strong>of</strong> conflict <strong>in</strong>terms <strong>of</strong> its structures and systems and curriculum content. In countriesemerg<strong>in</strong>g from conflict, education is frequently regarded as hav<strong>in</strong>g acrucial part <strong>to</strong> play <strong>in</strong> rebuild<strong>in</strong>g social cohesion. Systemic approaches arenecessary, which tackle participation and transparency <strong>in</strong> policyformulation, equitable distribution <strong>of</strong> resources, curriculum reform, ando<strong>the</strong>r exclusionary tendencies (such as language <strong>of</strong> <strong>in</strong>struction, separateschool<strong>in</strong>g etc.) 20 . In a conflict situation, education can be a means <strong>of</strong>creat<strong>in</strong>g a peaceful space and <strong>of</strong>fer<strong>in</strong>g children a ‘normal’ experience <strong>in</strong> ano<strong>the</strong>rwise crisis situation 21 . The school curriculum can conversely be usedas a vehicle <strong>to</strong> <strong>in</strong>cite ethnic and racial hatred. There is some evidence, forexample, that <strong>the</strong> Rwandan genocide was partly fuelled by <strong>the</strong> messagesconveyed through <strong>the</strong> education system. The reformulation <strong>of</strong> <strong>the</strong>Rwandan curriculum has been a key element <strong>in</strong> <strong>the</strong> reconstruction effort 22 .In <strong>the</strong> long term, provid<strong>in</strong>g free universal education is perhaps <strong>the</strong> mosteffective policy for reduc<strong>in</strong>g <strong>the</strong> educational <strong>in</strong>equality that contributes <strong>to</strong>unequal employment and livelihood opportunities 23 .17 GRC query (August, 2003) Available at: http://www.grcdfid.org.uk/grc/helpdesk/summary.cfm?qno=13518 Stewart, F. (1999), Klugman, J. (1999), Ostby, G. (2003),19 Jackson, T (June 2000); Perera, L. et al (2004); Lama-Tamang, M. et al (August 2003); DFID HealthSystems Resource Centre (2003)20 Smith, A.. and Vaux, T. (February 2003)21 Nicolai, S. and Triplehorn, C. (2003).22 Obura, A. (2003); Rutayisire, J. et al (2004).23 Klugman, J. (1999).This work<strong>in</strong>g paper is <strong>in</strong>tended <strong>to</strong> stimulate public discussion. It is not necessarily DFID orUK Government policy12