Perspectives of Teachers and Parents on Education Disruption during the Gedeo-Guji Conflict in Southern Ethiopia

Creating a healthy learning environment is a top priority for institutions providing education all over the world. It has been reported that 75 million children worldwide do not attend school, with more than half of these children living in conflict zones. Using data from the conflict-affected areas of Gedeo and West Guji Zones in Southern Ethiopia, this study investigates the perspectives of teachers and parents around the concept of educational waste. A descriptive case study was used as part of a qualitative approach because it facilitates an in-depth analysis on a case-by-case basis. From six purposively selected schools in the conflict area, 125 teachers and 98 parents were selected using simple random sampling. Data was collected using a self-administered questionnaire, focus groups, and observations. The findings were that interethnic conflict between the communities is not new and that the current situation has been exacerbated by displacements of increased degree and frequency and loss to property. The safety and security of schooling was interrupted, exposing students and staff to unrest, property damage, and wasted time. The conflict had a major impact on the security and stability of the community. Consequently, in areas where ethnic tensions exist, maintaining public protection and safeguarding the learning environment are critical for children. Multiple local, national, and international structures must use targeted methods in a concerted effort to uphold the rule of law and social stability. © Common Ground Research Networks, Adane Hailu Herut, Engida Esayas Dube.