Conflict, Reconciliation, and Peace Education

Timpson, William M.; Ndura, Elavie; Bangayimbaga, Apollinaire

doi:10.4324/9780203796016

Cited by 11 publications

(17 citation statements)

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“…It is always cautiously done within a group of people with the hope that the message will spread out and reach the person and make him/her change a procedure or a behavior causing concern or dissatisfaction. In Burundi, gossip has been used in the past as a space to contradict the authority’s views and policies and is considered a threat to national security [ 18 ].…”

Section: Resultsmentioning

confidence: 99%

“Ways and channels for voice regarding perceptions of maternal health care services within the communities of the Makamba and Kayanza provinces in the Republic of Burundi: an exploratory study”

Niyongabo¹,

Douwes

Dieleman

et al. 2018

BMC Health Serv Res

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BackgroundIncreased availability of maternal health services alone does not lead to better outcomes for maternal health.The services need to be utilized first.One way to increase service utilization is to plan responsive health care services by taking into account the community’s views or expressed needs.Burundi has a high maternal mortality ratio, and despite improvements in health infrastructure, skilled staff and the abolition of user fees for pregnant women,utilization of maternal health services remains low. Possible reasons for this include a lack of responsive healthcare services.An exploratory study was conducted in 2013 in two provinces of Burundi (Makamba and Kayanza), with the aim to collect the experiences of women and men with the maternal health services,their views regarding those services, channels used to express these experiences, and the providers’ reaction.MethodsSemi-structured interviews were used to collect data from men and women and key informants, including community health workers, health committee members, health providers, local authorities, religious leaders and managers of non-governmental organizations. Data analysis was facilitated by MAXQDA 11 software.ResultsNegative experiences with maternal health services were reported and included poor staff behavior towards women and a lack of medicine. Health committees and suggestion boxes were introduced by the government to channel the community’s views. However, they are not used by the community members, who prefer to use community health workers as intermediaries. Fear of expressing oneself linked to the post-war context of Burundi, social and gender norms, and religious norms limit the expression of community members’ views, especially those of women. The limited appreciation of community health workers by the providers further hampers communication and acceptance of the community’s views by health providers.ConclusionIn Burundi, the community voice to express views on maternal health services is encountering obstacles and needs to be strengthened,especially the women’s voice. Community mobilization in the form of a mass immunization campaign day organized by women fora, and community empowerment using participatory approaches could contribute towards community voice strengthening.Electronic supplementary materialThe online version of this article (10.1186/s12913-017-2822-y) contains supplementary material, which is available to authorized users.

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Section: Resultsmentioning

confidence: 99%

“Ways and channels for voice regarding perceptions of maternal health care services within the communities of the Makamba and Kayanza provinces in the Republic of Burundi: an exploratory study”

Niyongabo¹,

Douwes

Dieleman

et al. 2018

BMC Health Serv Res

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show abstract

“…Basing school summaries of student performance on a wider range of outcomes, with the aspiration of making more holistic and sensitive judgements of schools, may provide a way to address these two important criticisms routinely levelled at many accountability systems. This article explores these issues by expanding the traditional school value-added model of student attainment to simultaneously encompass two important non-academic student outcomes, absences and exclusions, both of which have been shown to vary across schools and have notable relationships with academic performance (Garcia & Weiss, 2018;Gottfried, 2019;Sullivan, et al, 2013;Timpson, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Exclusion from school is also associated with lower academic performance and negative later-life outcomes (Timpson, 2019). For instance, students who are excluded are more likely to end up in prison or involved in criminal justice systems (Gill, et al, 2017;Sanders, et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

School value-added models for multivariate academic and non-academic outcomes: exploring implications for performance monitoring and accountability

Prior

Leckie

2021

School Effectiveness and School Improvement

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Education systems around the world increasingly rely on school value-added models to hold schools to account. These models typically focus on a limited number of academic outcomes, failing to recognise the broader range of non-academic student outcomes, attitudes and behaviours to which schools contribute. We explore how the traditional multilevel modelling approach to school value-added models can be extended to simultaneously analyse multiple academic and non-academic outcomes and thereby can potentially provide a more rounded approach to using student data to inform school accountability. We jointly model student attainment, absence and exclusion data for schools in England. We find different results across the three outcomes, in terms of the size and consistency of school effects, and the importance of adjusting for student and school characteristics. The results suggest the three outcomes are capturing fundamentally distinct aspects of school performance, recommending the consideration of non-academic outcomes in systems of school accountability.

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“…It is perhaps not surprising that Hutus and Tutsis disagreed on the existence of this policy. Though widely cited as a practice (Nindorera, 2018; Timpson et al, 2015), primary evidence of this policy is sparse. Indeed, the Minister of Education from 1982 to 1987 only acknowledged its existence in 2013 (Iwacu, 2013), though as I mentioned above, he denied that the intent was malicious and that the result was an inequitable system that benefited Tutsis.…”

Section: Resultsmentioning

confidence: 99%

“…This put Tutsis at a structural advantage: Tutsis controlled access to the government and the civil service (Call, 2012), so more Tutsis were able to speak French compared to Hutus. More explicitly, the government marked student ethnicity on the exam – writing “I” for Tutsi and “U” for Hutu – not only in the concours national but also in the state exam taken at the end of secondary school, which was required for university entrance, to the benefit of Tutsis (Hakizimana, 1992; Ndikumana, 1998: 38–39; Nindorera, 2018; Ntibazonkiza, 1993: 204–210; Timpson et al, 2015). The Minister of Education from the time, Isodore Havyarimana (1982–1987), admitted to its existence in a 2013 interview (Iwacu, 2013), though he denied it contributed to ethnic inequalities in schooling or any malicious intent.…”

Section: Context: Ethnic Politics In Burundi From 1966 To 1993mentioning

confidence: 99%

Ethnicity, Exclusion, and Exams: Education Policy and Politics in Burundi from the Independent Republics to the Civil War (1966–1993)

Dunlop

2021

Africa Spectrum

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Education policy can embed ethnic inequalities in a country. Education in Burundi, with its historically exclusive political institutions and education, represents an important case for understanding these interactions. In this article, I interview twelve Burundians about how they experienced and perceived ethnicity and politics in their schooling from 1966 to 1993. I argue that education contributed to tangible and perceived social hierarchies based on ethnic inequalities. I show that this exclusion reflected both overt and covert policy goals, through proxies used to identify ethnicity in schools and through the exclusive nature of national exams at the time, which promoted members of the Tutsi minority at the expense of the majority Hutus. This study has implications for understanding how perceptions of inequality in education manifest as grievances against the state. It sheds light on the importance of understanding covert education policy as a potential mechanism for generating exclusion and contributing to conflict.

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Conflict, Reconciliation, and Peace Education

Cited by 11 publications

References 0 publications

“Ways and channels for voice regarding perceptions of maternal health care services within the communities of the Makamba and Kayanza provinces in the Republic of Burundi: an exploratory study”

“Ways and channels for voice regarding perceptions of maternal health care services within the communities of the Makamba and Kayanza provinces in the Republic of Burundi: an exploratory study”

School value-added models for multivariate academic and non-academic outcomes: exploring implications for performance monitoring and accountability

Ethnicity, Exclusion, and Exams: Education Policy and Politics in Burundi from the Independent Republics to the Civil War (1966–1993)

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